Curriculum Implementation

This term refers to the act of working out the plans and suggestions that have been
made by curriculum specialists and biect experts in a classroom
It is one of the crucial processes in curriculum development although many education
planner would say: "A Good Plan has work half done”

Ornstein and Hunkins in 1998

defined curriculum implementation as the interaction between the curriculum that has
been written and planned and the persons who are in charge to deliver it.

To them, curriculum implementations implies the following

• Shift from what is current to a new or enhanced curriculum
• Change in knowledge, actions, attitudes of the person involved
• Change in behavior using new strategies and resources
• Change which requires efforts hence goals should be achievable

Loucks and LiebeУТИ? (1983) define curriculum implementation as the trying out of a
new practice and what it looks like when actually used in school system.

In the Classroom Context, Curriculum Implementation means "TEACHING" what has

been written in the lesson plan

Kurt Lewin's Force Field Theory and Curriculum Change

Kurt Lewin (1951), the father of social psychology explains the process of change. The
model can be used to explain curriculum change and implementation.

Driving Force E Restraining Forces

Q
Government Intervention. U. Fear of the Unknown
I
Society's Values. L. Negative Attitude to
Change
I
Technological Changes. B. Tradition Values
R
Knowledge Explosion. I. Limited Resources
U
Administrative Support. M. Obsolete Equipment

Based on Lewin's Force Field

Theory
 Lesson 1.1
The Curricula In School

Formal, non-formal or informal education do not exist without a curriculum. Classrooms

will be empty with no curriculum. Teachers will have nothing to do, if there is no
curriculum. Curriculum is at the heart of the teaching profession. Every teacher is
guided by some sort of curriculum in the classroom and in schools.

In our current Philippine educational system, different schools are established in

different educational levels which have corresponding recommended curricula.
The educational levels are:

1. Basic Education
● This level includes Kindergarten, Grade 1 to Grade 6 for elementary; and for
secondary, Grade 7 to Grade 10, for the Junior High School and Grade 11 and
12 and for the Senior High School.
● The new basic education levels are provided in the K to 12 Enhanced
Curriculum of 2013 of the Department of Education.

2. Technical Vocational Education

● This is post-secondary technical vocational educational and training taken care
of Technical Education and Skills Development Authority (TESDA).
● For the TechVoc track in SHS of DepEd, DepEd and TESDA work in
close coordination.

3. Higher Education
● This includes the Baccalaureate or Bachelor Degrees and the Graduate
Degrees (Master's and Doctorate) which are under the regulation of the
Commission on Higher Education (CHED)
Types of Curricula Simultaneously Operating in the Schools

1. Recommended Curriculum
● Almost all currricula found in our schools are recommended.
● For Basic Education, these are recommended by the Department of Education
(DepEd), for Higher Education, by the Commission on Higher Education
(CHED) and for vocational education by TESDA. These three government
agencies oversee and regulate Philippine education.
● The recommendations come in the form of memoranda or policies,
standards and guidelines. Other professional organizations or international
bodies like UNESCO also recommend curricula in schools.

2. Written Curriculum
● This includes documents based on the recommended curriculum.
● They come in the form of course of study, syllabi, modules, books or
instructional guides among others.
● A packet of this written curriculum is the teacher's lesson plan. The most
recent written curriculum is the K to 12 for Philippine Basic Education.

3. Taught Curriculum
● From what has been written or planned, curriculum has to be implemented
or taught. The teacher and the learners will put life to the written curriculum.
● The taught curriculum will depend largely on the teaching style of the teacher
and the learning style of the learners
 LESSON 2: THE TEACHER AS A CURRICULARIST

THE TEACHER AS A CURRICULARIST

• In this lesson, we will start using the word CURRICULARIST to describe a professional
who is curriculum
specialist (Hayes, 1991)

● CURRICULARIST is a person who is involved in curriculum, knowing, writing,

planning, implementing, evaluating, innovating, and initiating.

THE TEACHER AS A CURRICULARIST

• The classroom is the first place of curricular arrangement.

• The first school experience sets the tone to understand the meaning of schooling
through the
interactions of learners and teachers that will lead to learning.
• Hence, curriculum is the heart of learning.

1. KNOWER

• As a teacher, one has to master what are included in the classroom.

• Knows the curriculum.

• The acquiring of ACADEMIC KNOWLEDGE both formal or informal.

• It is the mastery of the subject matter.

2. WRITER

• Writes the curriculum

• A classroom teacher takes record of knowledge concepts, subject matter or content.

• The teacher WRITES books, manuals, instructional guides, laboratory manuals,

reference materials in
paper or electronic media.
 3. PLANNER

• Plans the curriculum.

• It is the role of the teacher to make a yearly, monthly, or daily plan of the curriculum.

• There aew factors to be considered in planning a curriculum.

1. Learners.
2. Support materials.
3. Time
4. Subject matter or content.
5. Context of the learners

4. INITIATOR

• Initiates the curriculum.

• The implementation of the curriculum requires the OPEN MINDEDNESS of the

teacher and full belief
that the curriculum will enhance learning.
• Despite of the difficulties and constraints in doing things, a transformative teacher will
never hesitate
to try something novel and relevant.

5. INNOVATOR

• Innovates the curriculum.

• Creativity and innovation are hallmarks of an excellent teacher.

• Since the curriculum is always dynamic and changing, a good teacher innovates the
curriculum and
becomes curriculum innovator.

6. IMPLEMENTOR

• Implements the curriculum

. It is where the teaching, guiding, facilitating skills of the teacher as a science and art
will be observed.
• In this role, the teacher is at the height of an engagement with the learners, with the
support materials
in order to achieve the desired outcome

7. EVALUATOR

• Evaluates the curriculum.

• The teachers evaluates if the desired learning outcomes have been achieved, if the
curriculum is
working, and the learners achieving
 Elements or Components of Curriculum Design

I. Behavioral Objectives or Intended Learning Outcomes

• The reason for undertaking the learning lesson from the student’s point of view
• It is desired learning outcomes that is to be accomplish in a particular learning episode

• Both the learner and the teacher are guided by what to be accomplished
• Expressed in an action words found in the revised Bloom’s Taxonomy of
Objectives(Anderson & Krathwohl 2003) for the development of the cognitive skills, for
the affective skills it refer to the taxonomy made by Krathwohl and psychomotor domain
by Simpson.
• The statement should be SMART: Specific, Measurable, Attainable, Relevant,
Time-Bound
Specific- learning objectives should be clearly written and well define
Measurable- refers to the extent to which the learning objectives evaluated against
some specified criteria or standards.
Attainable- something that is achievable
Relevant- should be viewed as valuable in learning
Time Bound- learning objectives should include a specific deadline or time frame within
the learning objectives should be achieved.
II. Content/Subject Matter

• The topic or subject matter that will be covered

• Appropriate to the level of the lesson or unit
• Up to date, should reflect current knowledge and concepts
III. References

• The reference follows the content

• It tells where the content or subject matter has been taken
• The reference could be a book, a module, or any publication
Example : 1.Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical
Science. Houghton Miflin Co. Boston MA
2. Smith, J. K. (2023). Introduction to Marketing: Module 1 - Understanding Market
Dynamics.
- https://www.examplewebsite.com/modules/marketing/module1
 Types of Curriculum Design Models

Subject-Centered
Design
This is a curriculum design that focuses on the content of the curriculum. The subject-
centered design corresponds mostly to the textbook because textbooks are usually
written based on the specific subject or course. Henry Morrison and William Harris are
the few curricularists who firmly believed in this design.

Subject-centered curriculum design also has some variations which are focused on
the individual subject, specific discipline and a combination of subjects or disciplines
which are a broad field of interdisciplinary.

1.1. Subject Design - Subject design curriculum is the oldest and so far the most
familiar design for teachers, parents and other laymen. However, the drawback of this
design is that sometimes, learning is so compartmentalized

1.2 Discipline Design-This curriculum design model is related to the subject design.
However, while subject design centers only on the cluster of content, discipline design
focuses on academic disciplines. Discipling refers to specific knowledge learned
through a method which the scholars use to study content of their fields.

1.3. Correlation Design- Coming from a core, correlated curriculum design links
separate subject designs in order to reduce fragmentation.

1.4 Broad field Design Interdisciplinary- Broad field design or interdisciplinary is a

variation or the subject-centered design. This design was made to cure the
compartmentalization of the separate subjects and integrate the contents that are
related to one another. Sometimes called holistic curriculum, broad fields draw around
themes and integration. Interdisciplinary design is similar to thematic design, where a
specific theme is identified, and all other subject areas revolve around the theme.

Learner-Centered Design
Among progressive educational psychologists, the learner is the center of the
educational process
Examples of Curriculum Designs which are Learner-centered

1.1 Child-centered Design- This design is often attributed to the influence of John
Dewey, Rousseau, Pestalozzi and Froebel. This curriculum design is anchored on the
needs and interests of the child.

1.2 Experience-Centered Design- This design is similar to the child-centered design.

Although the focus remains to be the child, experience-centered design believes that
the interests and needs of learners cannot be pre-planned.

1.3 Humanistic Design- The key influence in this curriculum design is Abraham
Maslow and Carl Rogers. Maslow's the alization explains that a person who
achieves this level
is accepting of self, others and nature; is simple, spontaneous and natural; is open to
different experiences, possesses empathy and sympathy towards the less fortunate
among the many others. The person can achieve this state of self-actualization later in
life but has to start the process while still in school. Carl Rogen, on the other hand,
believed that a person can enhance self- directed learning by improving
self-understanding, the basic attitude to guide behavior. In a humanistic curriculum
design, the development of self is the ultimate objective of learning.

Problem-Centered
Design

Generally, problem-centered design draws on social problems, needs, interest and

abilities of the learners.

2.1 Life-situations Design- What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas.
Herbert Spencer writing, emphases were activities that sustain life, enhance life, aid in
rearing children.

1.1 Core Problem Design- Another example of problem-centered design is core

design. It centers on general education and the problems are based on the common
human activities. The central focus of the core design includes common needs,
problems, and concerns of the learners. Popularized by nce it presented ways on
how to proceed using core design of a curriculum.
These are the steps:

Step 1. Make group consensus on important problems. Step 2.

Develop criteria for selection of important problem. Step 3. State and

define the problem.

Step 4. Decide on areas of study, including class grouping Step 5. List

the needed information for resources.

Step 6. Obtain and organize information. Step 7.

Analyze and interpret the information. Step 8. State the

tentative conclusions.

Step 9. Present a report to the class individually or by group. Step 10.

Evaluate the conclusions

Step 11. Explore other avenues for further problem solving.

APPROACHES TO CURRICULUM DESIGN MODELS

CHILD OR LEARNER-CENTERED APPROACH

This approach to curriculum design is based on the underlying philosophy that the child or the
learner is the center of the educational process. It means that the curriculum is constructed based on
the needs, interest, purposes, and abilities of the learners. The curriculum is also built upon the
learners, knowledge, skills, previous learning, and potentials.

Principles of the Child-Centered Curriculum Approach

 Acknowledge and respect the fundamental rights of the child.
 Make all activities revolve around the overall development of the learner.
 Consider the uniqueness of every learner in a multicultural classroom.
 Consider using differentiated instruction or teaching.
 Provide a motivating supportive learning environment for all the learners.

SUBJECT-CENTERED APPROACH
This is anchored on a curriculum design which prescribes separate distinct subjects for every
educational level: basic education, higher education, or vocational-technical education.
 The primary focus is the subject matter.
 The emphasis is on bits and pieces of information which may be detached from life.
 The subject matter serve as a means of identifying problems of living.
 Learning means accumulation of content, or knowledge.
 Teacher role is to dispense the content.
PROBLEM-CENTERED APPROACH
This approach is based on a design which assumes that in the process of living, children
experience problems. Thus, problem solving enables the learners to become increasingly able to
achieve complete or total development as individuals.

 The learners are capable of directing and guiding themselves in resolving problems. Thus
developing every learner to be independent.

 The learners are prepared to assume their civic responsibilities through direct participation in
different activities.
 The curriculum leads the leads the learners in the recognition of concerns and problems in
seeking solutions. Learners are problem solvers themselves.
CATEGORIES OF CURRICULUM CHANGE
1. Substitution — The current curriculum will be replaced substitutecd by a new one.
**Substitution**: Involves replacing one element of the curriculum with another. This could be
swapping out a specific topic, activity, or resource for something different while keeping the overall
structure intact. For example, replacing a traditional textbook with online resources for a particular
subject.

2. Alteration — In alteration, there is a minor change to the current or existing curriculum.

**Alteration**: Refers to making modifications or adjustments to existing elements within the
curriculum. This could involve changing the sequence of topics, updating content to reflect current
trends or research, or adapting teaching methods to better suit student needs.

3. Restructuring — Building a new structure would mean major change or modification in the school
systen, dcgree program or cducational system.
**Restructuring**: Involves significant changes to the organization or framework of the curriculum.
This could include reorganizing the sequence of learning objectives, adopting a new instructional
approach or methodology, or restructuring the entire curriculum framework to align with new
educational standards or goals.

4. Perturbations — These are changes that are disruptive, but teachers have to adjust to them within
a fairly short time.
**Perturbations**: This category involves introducing disruptions or disturbances into the curriculum to
stimulate innovation or creativity. Perturbations could include incorporating interdisciplinary projects,
introducing problem-based learning experiences, or integrating real-world applications to challenge
traditional teaching and learning practices.

5. Value orientation — To McNeil, this is a type of curriculum change Perhaps this classification will
respond to shift in the emphasis that the teacher provides which are not within the mission or vision of
the school or vice versa.
**Value Orientation**: Focuses on incorporating or emphasizing particular values, beliefs, or attitudes
within the curriculum. This could involve promoting values such as critical thinking, social
responsibility, cultural awareness, or environmental sustainability throughout the curriculum content
and instructional activities.
—
Each category offers a unique approach to curriculum change, allowing educators to adapt and
improve the educational experience for students based on evolving needs, priorities, and goals.

As a change process, curriculum iplementation should be:

Developmental — in the sense that it should develop multiple perspectıves, increase integration
and make learning autonomnous, create a climate of openness and trust, and appreciate and affirm
strengths of the teacher.
Participatory — For curriculum implementation to succeed, it should be participatory, specially
because other stakeholders like peers, school leaders, parents and curriculum specialists are
necessary.
Supportive curiculum implementation — is
required in the process of change. Material
support like supplies, equipment and
conductive learning environment like
classrooms and laboratory should be made
available. Likewise, human support is very
much needed.
 BENEFITS OF CURRICULUM QUALITY AUDIT

- Identify gaps, under and overrepresentation of the curriculum based on the standard.
- Ensure alignment of learning outcomes, activities and assessment to the standards.
- Achieves an intentional comparable curriculum as standards become the basis of the curriculum
analysis.
- The Philippines professional standards for teachers(PPST) can be used as a anchor in curriculum
quality audit. The PPST aims to set clear expectations of teachers along well defined career stages of
professional development from beginning to distinguished practice.
- The Philippines has adapted and implementated the PPST through the Department of education
order (DO) 42, s. 2017.
- Teacher educators, program heads, curriculum planners may refer to the PPST to "quality audit" the
pre-service teacher education curriculum as basis for assurance provision of teacher education.
classrooms and laboratory should be made
available. Likewise, human support is very
much needed.
 CURRICULUM QUALITY AUDIT
- Is a form of curriculum mapping.
- It is a process of mapping the curricular program or syllabus against established standards.
- This process is supported by Susan Rafe when she said that the best practice in curriculum
development and implementation require the discipline based standards embody curricular and
program scopes and sequences ( Arafeh , 2016, p. 585).
-The curriculum quality audit requires written curriculum and the tested curriculum link to the both
taught and the written curricula.

FOR THOSE WHO WANT TO ENGAGE IN CURRICULUM QUALITY AUDIT, THE FOLLOWING
QUESTIONS ARE WORTH CONSIDERING:

1.) Is the Curriculum planed, executed and assessed in accordance with appropriate standards?
2.) How does the school system conform to the standards of quality in instructional organization like
specificity, quality and scope for teaching , learning and assessment?
3.) Are all students achieving success equally and effectively? If not, what can be done about it?
Curriculum Mapping Process
A ways of doing things, according to what outcome one needs to produce. This is also true with
curriculum mapping.

Example A
1. Make a matrix or a spread sheet
2. Place timeline that you need to cover (one quarter, one semester, one year). This should be
dependent on time frame of a particular curriculum that was written.
3. Enter the intended learning outcomes, skills needed to he taught or achieved at the end of the
teaching.
4. Enter in the same matrix the content areas subject areas to be covered
5. Align and name each resource available such as textbooks, workbooks, module next in subject
areas.
6. Enter the teaching-learning methods to be used to achieve the outcomes.
7. Align and enter the assessment procedure and tools in the intended learning outcomes.
Content areas, and resources.
8. Circulate the map among all involved personnel for their inputs.
9. Revise and refine map based on suggestions and distribute to all concerned.

Curriculum Mapping
- are visual timelines that outline desired outcomes to be achieved, contents, skills and
Legend:
L- Learned outcomes (knowledge, skills, values)/outcomes achieved in the subject
P-Practised the learned outcomes (knowledge, skills, values)
O- Opportunity to learn and practise (opportunities to learn and practise knowledge skills and values
but not taught formally)

PO1 - Applied basic and higher 21st century skills.

PO2-Acquired deep understanding of the learning process.

PO3- Comprehended knowledge of the content they will teach.

P04 - Applied teaching process skills (curriculum designing, materials development, educational
assessment, teaching approaches).

PO5 – Facilitated learning of different types of learners in diverse learning environments

PO6- Directed experiences in the field and classrooms (observation, teaching, assistance, practice
teaching)

P07-Demonstrated professional and ethical standards of the profession.

PO8 – Demonstrated creative and innovative thinking and practice of alternative teaching
approaches.
The School Curriculum: Definition, Nature and Scope

- The word "curriculum" originates from the Latin word "currere," which refers to the oval track for
Roman chariot races.
- The New International Dictionary defines curriculum as the entire body of a course in an educational
institution or department, while the Oxford English Dictionary defines it as the courses taught in
schools or universities.

Some Definitions of Curriculum

1. According to Daniel Tanner (1980), curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated through the systematic reconstruction of knowledge
and experiences under the auspices of the school, for the learners' continuous and willful growth in
personal social competence.

2. Pratt (1980) defines curriculum as a written document that systematically describes goals
planned, objectives, content, learning activities, evaluation procedures, and other relevant
information.

3. Schubert (1987) states that curriculum encompasses the contents of a subject, concepts and tasks
to be acquired, planned activities, the desired learning outcomes, and experiences that are influenced
by culture and serve as an agenda for societal reform.

4. Hass (1987) describes curriculum as including all of the experiences that individuals learners
have in an educational program aimed at achieving broad goals and specific objectives. It is planned
based on a framework of theory, research, and professional practice.

5. Grundy (1987) defines curriculum as a program of activities designed by teachers and pupils with
the aim of enabling students to achieve certain educational and schooling ends or objectives.
6. Goodland and Su (1992) view curriculum as a plan consisting of learning opportunities for a
specific time frame and place. It is a tool that aims to bring about behavior changes in students
through planned activities and encompasses all learning experiences guided by the school.
7. Cronbeth (1992) suggests that curriculum provides answers to three questions: What knowledge,
skills, and values are most worthwhile? Why are they most worthwhile? How should the young
acquire them?
 APPROACHES TO THE SCHOOL CURRICULUM

Curriculum can be approached or seen in three ways. It can be defined as content, a process or an
outcome. If you examine the definitions provided by the experts in the field, there are three ways of
approaching a curriculum. First, is to approach it as content or a body of knowledge to be transmitted.
Second, is to approach it as a product or the learning outcomes desired of learners. Third, is to
approach it as a process or what actually happens in the classroom when the curriculum is practiced.
1. CURRICULUM AS A CONTENT or BODY OF KNOWLEDGE
It is quite common for traditionalists to equate a curriculum as a topic outline, subject matter or
concepts to be included in the syllabus or a books.
If curriculum is equated as content, then the focus will be the body of knowledge to be transmitted to
the students using appropriate teaching .
In most educational setting, curriculum is anchored on a body of knowledge or discipline.

THERE ARE FOUR WAYS OF PRESENTING THE CONTENT IN THE CURRICULUM THESE ARE:
1. Topical approach, where much contents is based on knowledge and experiences are included
2. Concept approach with fewer topics in clusters around major and sub concepts and their
interaction, with relatedness emphasized;
3. Thematic approach as a combination of concepts that develops conceptual structures and
4. Modular approach that leads to complete units of instruction.

CRITERIA IN THE SELECTION OF CONTENT

• These are some suggested criteria in the selection of knowledge or subject matter. (Scheffer, 1970
in Bilbao, et al 2009)
1. Significance content should be contribute to ideas, concepts, principles and generalization that
should attain the over-all purpose of the curriculum.
2. Validity the authenticity of the subject matter, forms its validilty. Knowledge becomes obsolete with
the fast changing times.
3. Utility usefulness of the content in the curriculum is relative to the learners who are going to use
these.
4. Learnability the complexity of the content should be within the range of experiences of the
learners.
5. Feasibility can the subject content be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners
6. Interest will the learners take interest in the content

BASIC PRINCIPLES OF CURRICULUM CONTENT

In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the
curriculum. In organizing content or putting together the subject matter, these primciples are useful as
a guide.
1. Balance, Content should be fairly distributed in depth and breadth. This will guarantee that
significant content should be covered to avoid too much or too little. of the content needed within the
time allocation.
2. Articulation. As the content complexity progresses with the educational levels, vertically or
horizontally, across the same discipline smooth connections or bridging should be provided.
3. Sequence. The Logical arrangement of the content refers to sequence or order.
4. Integration. Content in the curriculum does not stand alone or in isolation. It has some ways of
relatedness or connectedness to other contents.
5. Continuity. Content when viewed as curriculum should continuously flow as it was before, to
where it is now, and where it will be in the future.
6. Scope. The breadth and depth of the curriculum content are vital in a curriculum.

2. CURRICULUM AS A PROCESS
- It is the in the interaction among the teachers, students and content.
- Scheme about the practice of teaching.
- It provides curriculum on how to teach the content.

Example:
1. In this analogy, the recipe represents the content, while the ways of cooking serves as the process.
2. When the teachers asked questions to the students and learning activities engaged in by the
students.
Examples of processes used in the curriculum:
*Problem based * Blended curriculum
*Hands on; Minds on * Online
Cooperative learning * Cased-based
"GUIDING PRINCIPLES"
1. Curriculum process in the form of teaching methods or strategies are means to achieve in the end.
2. There is no single best process or method it's effectiveness will depend on the desires learning
outcomes, the learning support materials and the teacher.
3. Curriculum process should stimulates the learners desire to develop the cognitive, affective,
psychomotor domains in each individual.
4. In the choice of methods, learning and teaching styles should be considered.
5. Every method or process should results to learning outcomes which can be described as cognitive,
affective, and psychomotor.
6. Flexibility in the use of the process or methods should be considered as an effective process will
always results to learning outcomes.
7. Both teaching and learning are the two important processes in the implementation of the
curriculum.

3. CURRICULUM AS A PRODUCT
Besides viewing curriculum as content that is to be transmitted, or process that gives action using the
content, it has also been viewed as a product. In other words, product is what the students desire to
achieve as learning outcomes.
The product from the curriculum is a student equipped with the knowledge, skills and values to
function effectively and efficiently. The real purpose of education is to bring about significant changes.
in students' pattern of behavior. It is important that any statement of objectives or intended outcomes
of the school should be a statement of changes to take place in the students. Central to the approach
is the formulation of behavioral objectives stated as intended learning outcomes or desired products.
so that content and teaching methods may be organized and the results evaluated. Products of
learning are operationalized as knowledge, skills, and values.
Curriculum product is expressed in the form of outcomes which are referred to as the achieved.
learning outcomes. There may be several desired learning outcomes, but if the process is not
successful, then no learning outcomes will be achieved. These learned or achieved learning
outcomes. are demonstrated by the person who has meaningful experiences in the curriculum. All of
these are result of planning, content and processes in the curriculum.
 MODULE 2: 2.1

According to Bannister Academy Curriculum is a set of programs offered by any educational

institutions that composed of different subjects and activities that push towards a certain goal.
Currently,we have several types of Curriculums but not yet defined.In general,our Curriculum is
divided into two types these are the Traditional Curriculum and Progressive Curriculum.

Curriculum from Traditional point if view

The Traditional point if view of Curriculum were advanced by Robert Hutchins,Arthur Bestor,And
Joseph Schwab.
•Robert Hutchins -Views curriculum as a "permanent Sturdies" where rules of grammar, reading,
rhetoric,logic and mathematics for basic education are emphasized.(Reading, Writing,Arithmetic)The
3R's, should be emphasize in basic education in basic education while in liberal education should be
the emphasis in college.
•Arthur Bestor-As an essentialists believes that the mission of the school should be intellectual
training, hence Curriculum should focus on fundamental intellectual disciplines of grammar, literature
and writing.Mathematics, Science, history and foreign language.
•Joseph Schwab -Thinks that the sole source of Curriculum is a discipline,thus the subject areas
such as Science, Mathematics, Social studies, English and many more.In college, academic
disciplines are labeled as Humanities, sciences, Languages, Mathematics among others.He coined
the word Disciplined as a ruling doctrine for Curriculum development.
•Philip Phenix -Asserts that curriculum should consist entirely of knowledge which come from
various disciplines.

Curriculum from progressive point of view

•John Dewey - believes that education is experiencing
•Holin Caswell & Kenn Campbell - viewed curriculum as all experiences child have under the
guidance of teachers.
•Othaniel Smith, willam stanley & Harlan Shore - likewise define curriculum as sequence of
potential experiences set up in schools for the purpose of disciplining children and youth in group .
•Colin Marsh & George willis - also viewed curriculum as all the experiences in the classroom which
are planned and enacted by the teacher and also learned by the students.
Curriculum is the total Learning Experiences of the learners under the guidance of the Teachers.
 PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
LESSON 2.4

Ma. Sharina Lita BEEd II Block 21

Keywords:
Psychological foundations of Curriculum, The Role of the Psychology in the formation of curriculum
development, The Role of the Psychology in the understanding of behavior of the student,
Psychology helps in the selection of methods of teaching, Psychology helps in the selection of
content of subjects, Psychological theories of learning.
Psychological foundation is based on the individual differences, every student has its own unique
personality and they have differences in their leering and skills. They are different in nature so they
can't be treated alike in teaching learning process, some may be fast learner while other slow.
Psychological foundations play a crucial role in curriculum development as they provide the
theoretical framework for understanding how individuals learn and develop cognitively, emotionally,
and socially.
Therefore the curriculum should be based on the above facts, and it should be design to support the
capacity and potentialities of all the students.Psychology play a vital role in the teaching learning
process it is the foundation for all type of educational related programmed. The methods of teaching,
the selection of content of subjects, the methods and theories of learning, the overall development of
the students and to inculcate the norms of the society in the students. Psychology helps in all the
processes above in the development process of the curriculum.

There are four main psychology stances on human development and learning that inform education:
Behavior, Cognitive, Constructivism and, Humanism
BEHAVIORISM
Behaviorism is an area of psychological study that focuses on observing and analyzing how
controlled environmental changes affect behavior. It is based on the idea that all behaviors are
acquired through conditioning, which is a process of reinforcement and punishment.
For example, a teacher can praise a student for completing their homework, give them a sticker for
raising their hand, or reward them with extra recess time for being cooperative.

PSYCHOLOGICAL PERSPECTIVES

Ivan Pavlov
Ivan Pavlov studied the behavior of dogs and developed a theory of classical conditioning, which
explains how people associate two stimuli in their minds and react to one of them as though it was
the other.
Stimulus- A stimulus is anything that can trigger a physical or behavioral change.
Classical conditioning theory says that behaviors are learned by connecting a neutral stimulus with a
positive one.
Example
The most famous example of classical conditioning was Ivan Pavlov's experiment with dogs, who
salivated in response to a bell tone. Pavlov showed that when a bell was sounded each time the dog
was fed, the dog learned to associate the sound with the presentation of the food.

Edward Throndike
Thorndike's theory of learning, also known as the law of effect, states that behavior that is followed by
a positive consequence is more likely to be repeated, while behavior that is followed by a negative
consequence is less likely to be repeated.
Law of effect example
An example of Thorndike's Law of Effect is awarding good grades, stars, and social acceptance to
students for acceptable schoolwork. When students receive praise at home from their parents,
acceptance from their peers, and rewards for stars earned, they get positive reinforcement.
Law of exercise example
The more a person practices something, the better he or she is able to retain that knowledge.
Remember back in school when the teacher would have you write spelling words three times each
and then use them in a sentence? Your teacher was practicing this law.
Law of readiness
Learner readiness is the ability of a student to take new information and process it in a way that
changes behaviors or leads to desired academic outcomes. In essence, it is the ability for an
individual to actively engage in the learning process and take personal responsibility for learned
information.
Cognitivism is a theory in psychology that focuses on how the mind receives, processes, organizes,
stores, and retrieves information. Cognitivism relates to the cognitive learning theory, which was
developed and first published by Jean Piaget

Jean piaget
The sensorimotor stage typically takes place within the first two years of a child's life. It is marked by
the child discovering the difference between themselves and their environment. At that point, they will
use their senses to learn things about both themselves and their environment.
Example:
reflexes of rooting and sucking in infancy, learning to sick and wiggle fingers, repeating simple actions
like shaking a rattle, taking interest in objects in the environment, and learning that objects they
cannot see continue to exist.
Preoperatianal stage
During this stage (toddler through age 7), young children are able to think about things symbolically.
Their language use becomes more mature. They also develop memory and imagination, which allows
them to understand the difference between past and future, and engage in make-believe.
example
Some examples a child is at the preoperational stage include: imitating the way someone talks or
moves even when they are not in the room. drawing people and objects from their own life but
understanding they are only representations. pretending a stick is a sword or that a broom is a horse
during play.
Concrete Operation
From ages 7 to 11, children are in what Piaget referred to as the Concrete Operational Stage of
cognitive development (Crain, 2005). This involves mastering the use of logic in concrete ways. The
word concrete refers to that which is tangible; that which can be seen, touched, or experienced
directly.
For example, if you pour water from a short, wide cup into a tall, thin glass, a child in the concrete
operational stage will understand that the amount of water can be reversed by pouring it back into the
original cup.
Formal Operations
The formal operational stage (12+ years) In this final stage of cognitive development, children learn
more sophisticated rules of logic. They then use these rules to understand how abstract concepts
work and to solve problems. The child can analyze their environment and make deductions.

For example, a child may use a banana as a pretend telephone, demonstrating an awareness that
the banana is both a banana and a telephone.
Constructivism is a theory that posits that humans are meaning-makers in their lives and essentially
construct their own realities. In various psychotherapeutic approaches under constructivism, the client
is viewed as an active participant in creating and determining their life path.
Humanistic psychology is a perspective that emphasizes looking at the whole individual and stresses
concepts such as free will, self-efficacy, and self-actualization. Rather than concentrating on
dysfunction, humanistic psychology strives to help people fulfill their potential and maximize their well-
being.

Abraham Maslow
Maslow's hierarchy of needs is a theory of psychology explaining human motivation based on the
pursuit of different levels of needs. The theory states that humans are motivated to fulfill their needs
in a hierarchical order. This order begins with the most basic needs before moving on to more
advanced needs.

For example, if a person is lost in the woods, they are likely looking to fulfill their physiological needs.
They may be hungry, thirsty, lacking shelter, or cold. This individual would probably not be concerned
with their financial security or their need to belong in a group. They are looking to fulfill the conditions
for their immediate survival.

Carl Rogers
This form of psychotherapy is grounded in the idea that people are inherently motivated toward
achieving positive psychological functioning.
For example, if a person considers herself a good chef, she would not doubt herself when it comes to
cooking meals. In client-centered therapy, the therapist does not attempt to change the client's
thinking in any way.
 CHAPTER 1
MODULE 2

LESSON 2.4
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.
PHILOSOPHICAL ASPECTS
- Educators, teachers, educational planners and policy makers must have a philosophy or
strong belief about education and schooling and the kind of classrooms or learning
environment.

- Philosophy of the curriculum answer questions like.

 What are schools for?
 What subjects are important?
 How should students learn?
 What methods should be used?
 What outcomes to be achieved? Why?

Philosophies & Philosophers

A. PERENNIALISM
 Aim: To educate the rational person; cultivate intellect
 Role: Teachers assist students to think with reason (critical thinking, HOTS)
 Focus: Classical Subjects, literary analysis
 Trends: Use of Great Books (Bible, Koran, Classics)
Aristotle, Plato, Thomas Aquin
B. ESSENTIALISM

William Bagley (1874 – 1946)

Aim: To promote intellectual growth of learners
to become competent
Role: Teachers are sole authorities in the
subject area
Focus: Essential skills, essential subjects of the 3R’s
Trends: Back to basics, excellence in education, cultural literacy
C. PROGRESSIVISM
 Aim: To promote democratic social living
 Role: Teacher leads for growth and development of life long learners
 Focus: Interdisciplinary subjects, Learner centered, outcomes-based
 Trends: Equal opportunities for all, contextualized curri
 culum, Humanistic education

John Dewey (1859-1952)

D. RECONSTRUCTIONISM
 Aim: To improve and reconstruct society. Education for change.
 Role: Teacher acts as agent of change and reforms
 Focus: Present and future educational landscape
 Trends: School and curricular reforms, Global Education, Collaboration and Convergence,
Standards and Competencies
Theodore Brameld (1904-1987)
Supported Curriculum.
This is described as support mater that the teacher needs to make learning and teaching meaningf
These include print materials like books, charts. posten worksheets, or non-printed materials. like
Power point presentation, movies, slides, models, realias, mock-up and other electronics illustrations.
Supported curriculum also includes facilities when occurs outside or inside the four-walled building.
These Include the playground, science laboratory, audio-visual rooms zoo, museum, market or the
plaza. These are the places wher authentic learning through direct experiences occur.
Assessed Curriculum.
Taught and supported curricula have a be evaluated to find out if the teacher has succeeded or not
facilitating learning. In the process of teaching and at the end of every lesson or teaching episode, an
assessment is made. It can either be assessment for learning, assessment as learning or
assessment of learning. If the process is to find the progres of learning, then the assessed curriculum
is for learning, but i it is to find out how much has been learned or mastered, then it is assessment of
learning. Either way, such curriculum is the assessed curriculum.
Learned Curriculum.
How do we know if the student has learned? We always believe that if a student changed behavior,
he/she has learned. For example, from a non-reader to a reader or from not knowing to knowing or
from being disobedient to being obedient. The positive outcome of teaching is an indicator of learning.
These are measured by tools in assessment, which can indicate the cognitive, affective and
psychomotor outcomes Learned curriculum will also demonstrate higher order and critical thinking
and lifelong skills.
Hidden/Implicit Curriculum.
This curriculum is not deliberately planned, but has a great impact on the behavior of the learner.
Peer influence, school environment, media, parental pressures. societal changes, cultural practices,
natural calamities, are some factors that create the hidden curriculum. Teachers should be sensitive
and aware of this hidden curriculum. Teachers must have good foresight to include these in the
written curriculum, in order to bring to the surface what are hidden.
 Daraga Community College
Salvacion, Daraga Albay

PORTFOLIO
IN
PROF. ED 4
MARIA CASSANDRA L. BOÑON
SHAENLY MAE L. BIAGO
BEED II – BLOCK 21

JANNETH BUAMA
PROF ED 4 INSTRUCTOR