Curriculum
Curriculum comes form the Latin root, "currere" which means "to run", which later came to stand as the "course of study."
Curriculum is the sum total of all learning content, experiences, and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development.
(Why should a listing of subject areas, course of study and textbook series not considered as a curriculum?)
Curriculum Development
Development is a specific word that connotes change. Change means any alternation or modification in the existing order of things.
Change may not necessarily result in development. Only positive change brings about development. For change to be positive and result in development, it must be Purposeful, Planned, and Progressive. Positive change brings about improvement. It takes a person or a group to higher levels of perfection.
(What then is the purpose of curriculum development? What should be the basis for developing the learners' meaningful experiences?
Curriculum Development System
A system is an assemblage of objects in some form of regular interdependence or interaction; an organic organized whole. It is generally defines as some form of structure or operation, concept or function, composed of united and integrated parts.
From systems theory, a system is characterized as having a boundary (well-defined limits), environment (time-and-space), tension (existence and activity), equilibrium ( steady state), hierarchy ( different sizes), feedback (communication network), synergy ( whole is greater than the sum of its parts), and interdependence (elements cannot act on their own)
A system then is the integration of separate but interdependent and interacting parts into an organic whole which meant to accomplish a certain purpose or perform a specific function.
Curriculum Development System is defined as an integrated, coherent and comprehensive program for continually updating and improving curriculum and instruction in a school so that it can better attain its purpose.
(Show the relationship of the three important features of a system: Parts, Whole, Function.)
Source: Curriculum Development System by Jesus Palma (1992)
Wednesday, February 18, 2009
Models of Curriculum Development
Ralph Tyler's Model/Rationale
Ralph Tyler considered four considerations in curriculum development:
1. purposes of the school
2. educational experiences related to the purposes
3. organization of the experiences
4. evaluation of the experiences
Hilda Taba's Linear Model
Hilda Taba believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the "grassroots approach" where teachers could have a major input. She presented seven major steps:
1. diagnosis of learners needs and expectations of the larger society
2. formulation of learning objectives
3. selection of learning content
4. organization of learning content
5. selection of learning experiences
6. organization of learning activities
7. determination of what to evaluate and the means of doing it.
(From the two curriculum models, what are the three interacting processes in curriculum development? Show its relationship)
(Source: Curriculum Development by P. Bilbao, et al., LoreMar Pub., 2008)
Ralph Tyler considered four considerations in curriculum development:
1. purposes of the school
2. educational experiences related to the purposes
3. organization of the experiences
4. evaluation of the experiences
Hilda Taba's Linear Model
Hilda Taba believed that teachers who teach or implement the curriculum should participate in developing it. Her advocacy was commonly called the "grassroots approach" where teachers could have a major input. She presented seven major steps:
1. diagnosis of learners needs and expectations of the larger society
2. formulation of learning objectives
3. selection of learning content
4. organization of learning content
5. selection of learning experiences
6. organization of learning activities
7. determination of what to evaluate and the means of doing it.
(From the two curriculum models, what are the three interacting processes in curriculum development? Show its relationship)
(Source: Curriculum Development by P. Bilbao, et al., LoreMar Pub., 2008)
Curriculum From Different Points of View
Traditional Points of View:
Curriculum is a body of subjects or subject matter prepared by the teachers for the students to learn. A "course of study" and "syllabus." It is a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations; domains, of knowledge as well as its research and principles.
(Give other views of curriculum as expounded by Robert M. Hutchins, Joseph Schwab and Arthur Bestor)
Progressive Points of View:
Curriculum is the total learning experiences of the individual. This is anchored on John Dewey's definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.
(Give other views of curriculum like that of Caswell and Campbell as well as Marsh and Willis)
Source: Curriculum Development by Purita P. Bilbao, et. al , Lorimar Pub., 2008)
Curriculum is a body of subjects or subject matter prepared by the teachers for the students to learn. A "course of study" and "syllabus." It is a field of study. It is made up of its foundations (philosophical, historical, psychological and social foundations; domains, of knowledge as well as its research and principles.
(Give other views of curriculum as expounded by Robert M. Hutchins, Joseph Schwab and Arthur Bestor)
Progressive Points of View:
Curriculum is the total learning experiences of the individual. This is anchored on John Dewey's definition of experience and education. He believed that reflective thinking is a means that unifies curricular elements. Thought is not derived from action but tested by application.
(Give other views of curriculum like that of Caswell and Campbell as well as Marsh and Willis)
Source: Curriculum Development by Purita P. Bilbao, et. al , Lorimar Pub., 2008)
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