KoThe School and the Curriculum Reviewer

● Philosophy deals with the nature of the meaning of life.

● Philosophy helps us to deal with our systems of beliefs and values, our perception of
the world around us
● Philosophy is an important foundation of curriculum because it influences our
educational aims and goals, and content, as well as organization of curriculum.
● Psychology deals with the basic human needs, attitudes and behaviors. It helps to
understand the nature and characteristics of learners
4 major Philosophies and Curriculum
1. Idealism: idealism emphasizes that matter is an illusion and moral and spiritual reality is
the chief explanation of the world. They consider truth and values as absolute, timeless
and universal. The world of mind and ideas is permanent, regular and orderly; it
represents a perfect order.
-It is the teacher's job to bring out this latent knowledge
into the consciousness of the child. This view, applied to education, would imply that
teachers would act as role models of enduring values.
- In education, the idealist philosophy was propagated
by Frederic Froebel, the founder of the kindergarten.
2. Realism:The realist views the world in terms of objects and matter. He believes that
human behavior is rational when it conforms to the laws of nature and is governed by
social laws.
-People perceive the world through their senses and reason. Realists consider education
as a matter of reality rather than speculation.
-According to realists, curriculum follows a hierarchical order with the abstract subjects
at the top and the transitory subjects at
the bottom. They stress that a curriculum consists of an organized body of knowledge
pertaining to specific areas.
-According to the realists, the subject experts
are the source and authority for determining the curriculum.
3. Pragmatism: also referred to as experimentalism, is based on change, process and
relativity.
Curriculum, according to pragmatists, should be so planned that it induces teachers and
the learners to think critically, rather than what to think. Teaching should, therefore, be
more exploratory than explanatory.
They stress more on problem-solving using scientific method than acquiring an
organized body of knowledge.
4. Existentialism- existentialist philosophy, learners are thrust into a number of choice
making situations. Learners should be given the freedom to choose what to study, and
also to determine what criteria to determine these truths. It emphasizes that education
must center on the perceptions and feeling of the individual in order to facilitate
understanding of personal reactions or responses to life situations
 -The teacher becomes a partner in the process of teaching-learning, assuming a
nondirective role. The teacher is a more of a facilitator enabling the learner to explore
and
search to develop insights rather than one who imposes predetermined values
5. Perennialism- Perennialism is the most conservative educational philosophy and is
rooted in realism.It advocates the permanency of knowledge that has stood the test of
time and the values that have moral and spiritual bases.-The underlying ideas are that
education is constant, absolute and universal.
-The curriculum of the perennialist is subject-centered, Various Aspects It draws heavily
on defined disciplines or logically organized bodies of content. It emphasizes teaching
learning of language, literature, sciences and arts. The teacher is considered as an
authority in higher particular discipline and teaching is considered an art of imparting
information knowledge and simulating discussion
6. Progressivism- It was considered a contemporary reformist movement in educational,
social and political affairs at the turn of the twentieth century
-According to progressivism the skill and tools of learning include
problem solving methods and scientific inquiry; in addition, learning experiences should
include cooperative behavior and self-discipline, both of which are important for
democratic living
-Dewey and William Kilpatrick both referred to this role as the "the leader of group
activities". The teacher and students planned activities together, but the teacher was to
help students locate, analyze, interpret and evaluate data to formulate their own
conclusions.
7. Essentialism- essentialism with its roots in both idealism and realism,evolved mainly as
a critique of progressive thought in education.in essentialism learning should consist in
mastering the subject matter that reflects currently available knowledge in various
disciplines.
8. Reconstructionism- views education as a means to reconstruct the society. The
reconstructionists believe that as the school college is attended by virtually all the youth,
it must be used as a means to shape the attitudes and values of each generation. As a
result, when the youth become adults they will share certain common values, and thus
the society will have reshaped itself.

● Rabinda Nath Tagore: he believed that every individual had the right to shape
his life In his own way.
-Tagore was a naturalist and believed that human personality should be
developed in an atmosphere of freedom and fellowship, lived in nature and
through creative activities of the mind
● Mahatma Gandhi: Truth" and "Non-Violence" are the two basic concepts
fundamental to his philosophy. He asserted that "Truth is God" and that even the
most ignorant man has some truth in him. Gandhiji believed that there was a God
in every human being and did not reside in temples, churches or mosques.
-Gandhiji synthesized the individual and social aims of education. He attempted
to plan an activity curriculum, which would transform the schools into "place of
 work, experimentation and discovery". His education was child centered and
based on the 'activity principle'. Gandhiji emphasized the creative and artistic
aspect of handwork or craft through his scheme of Basic Education
● He advocated the activity method i.e. learning by doing. By this he meant that
education should revolve around some vocational activity and training must be
imparted in that. He also emphasized that schools should be activity schools.
This would ensure that the child's mind is never dulled or cramp.
● Sri Arobindo Ghosh: His philosophy of life centered rounds the transforming
power of the realization of Sublime truth. He preached the basic unit of truth.
Sri Aurobindo's system of education is highly psychological. His educational
philosophy is rooted in individual attention, promotes creativity, encourages
dialogue and attempts an all-round development of the individual.
- Sri. Aurobindo's philosophy lays great emphasis on the powers of the child's
mind, which advocates education according to age, ability, and aptitude of the
child. He focused more on the moral and religious education of man, the lack of
which in the present day is corrupting the human race.
Culture- is a natural term that includes everything that is learned and
manmade. Schools are formal institutions specially set up for the preservation and transmission
of culture.

To ensure a socially relevant curriculum, the panels and commissions, which formulate
educational priorities, should comprise the following representative groups:
i) Students: Post-secondary students are mature enough to provide appropriate inputs in
developing educational aims.
ii) Parents: As parents are interested in the overall development of their children, parental
inputs are necessary.
iii) Education: Teachers, administrators and public leiders must assume responsibility in
developing educational priorities/aims.
iv) Researchers: The role of the researcher, social scientist is important for providing objective
data concerning issues and trends.
V) Community members: Their support in the foundation of priorities should be considered
significant as they decide matters pertaining to school, college and fiscal matters directly and
indirectly.
vi) Business communities: Because of its economic/political influence and interest in industrial
output, it needs to be represented.
vii) Political leaders: They should be enlisted because educational policy and politics, by and
large, go together.
viii) Pressure groups: People show considerable impact by organizing into groups that promote
special interests. The operation of such groups is clearly valid within the democratic process.

Behaviorism- is the first school of psychology, which studied the nature of learning emphasizes
conditioning behavior by changing the environment to elicit selected responses from the
learners.
Broadly the behaviourists advocate that:
● Behaviour is likely to be influenced by the conditions under which learning takes place;
● Attitudes and abilities of learners can change or improve over time through proper
stimuli;
● Learning experiences can be designed and controlled to create desired learning;
● Selective reinforcement is essential.
Cognitive School of thought
Believes that learning is cognitive in nature. It explains the phenomenon of human growth and
development as cognitive, social, and psychological and physical growth and development from
birth to maturity.

Piaget (1 950) describes the cognitive stages of development from birth to maturity.
i) Sensorimotor stage (birth to age 2)
The child progresses from reflex operations and undifferentiated surroundings to complex
sensorimotor action in relation to environmental patterns. The child begins to establish simple
relations between objects.
ii) Pre-operational Stage (age 2 to 7)
The child begins to take on a symbolic meaning for e.g. clothes are to be worn, chair is for
sitting etc. shows an ability to learn more concepts as long as they are derived from ta~niliar
examples.
iii) Concrete operational stage (ages 7 to 11)
The child learns to organize data into logical relationships and can learn concepts in problem
solving situations. However, learning occurs only if concrete objects are available or if actual
past experiences can be drawn upon.
iv) Formal operational stage (age 11 to onwards)
Child is able to perform formal and abstract operations..The adolescent can think logically about
abstract ideas, formulate hypotheses and deduce possible consequences from them. Learning
at this stage has no limitations and the individual can learn according to intellectual potential
and environmental experiences

Tyler (1962) propounds three methods of organizing learning experiences which were based on
Piaget theory of cognitive development

Continuity: Skills and concepts in a curriculum should have vertical recurrence, which enable
the student to practice

Sequence: Understanding of concepts should be in sequence such that each successive

experience builds on the proceeding one.

Integration: Curricular experiences should be horizontally interrelated and should be unified in

relation to other elements. Concepts particular subject should not be isolation to concept in
other subjects.

Bruner's structure of knowledge is based on Piaget's concepts of assimilation and

accommodation. Bruner's process of learning is similar to Piaget's cognitive processes:
i) Acquisition
Grasping new information, which mainly corresponds to assimilation.The information acquired
may be new, or may replace previous information or merely qualify it.
ii) Transformation
It is the individual's capacity to process new information. It corresponds to accommodation.
iii) Evaluation
It determines the extent to which the information has been processed appropriately enough to
deal with a problem. It corresponds to equilibration.

Humanistic Psychology
Humanistic Psychology is not considered as a school or wing by the traditional psychologists.
The latter's contention is that most psychologists are humanistic because they are concerned
with the people and the betterment of society. Nonetheless, a number of observers have viewed
humanist thinking as a "third force" learning
theory - after behaviorism and cognitive development.

Maslow's Theory
Maslow, a humanist, has developed a hierarchy of human needs. The needs are arranged
hierarchically in order of importance as:
i) Psychological needs - Necessary to maintain life - Such as need of food, water, oxygen etc.
ii) Safety needs - Needs to protect oneself or avoid danger
iii) Love and belonging needs - To have a loving relationship with people and to have a place in
society
iv) Esteem needs - Needs to be recognized as a worthwhile person
V) Self-actualization needs - To develop into a best person in accordance with one's fullest
potential
vi) Knowing and understanding - Evident in persons with high intelligence who have a desire
to learn and organize intellectual relationship

Self-actualization
The concept of self-actualization emphasizes an individual's need for self fulfillment in life by
achieving his heir own potential.

Development tasks
A development task many be defined as a task which arises in relation to a certain period in the
life of an individual, success which leads to his/ her happiness and to success in later tasks,
while failure leads to unhappiness in the individual and difficulties in subsequent tasks.

FUNDAMENTALS OF CURRICULUM DEVELOPMENT

I. Building on Peter Oliva’s 10 Axioms for Curriculum Designers
1. Change is both inevitable and necessary, for it is through change that life forms grow and
develop.
2. A school curriculum not only reflects but also is a product of its time.
3. Curriculum changes made at an earlier period of time can exist concurrently with newer
curriculum changes at a later period of time
4. Curriculum change results from changes in people.
5. Curriculum change is affected as a result of cooperative endeavor on the part of groups.
6. Curriculum development is basically a decision-making process.
7. Curriculum development is a never-ending process
8. Curriculum development is a comprehensive process
9. Systematic curriculum development is more effective than trial and error.
10.The curriculum planner starts from where the curriculum is, just as the teacher starts from
where the students are.
II. Elements or Components of a Curriculum Design
In designing curriculum, we must:
a. Reflect how parts are related with each other
b. Consider a plan to shape the organization and its parts – parts should
support the whole
c. Think of the philosophical and learning theories to determine if our
design decisions are in agreement with our basic beliefs regarding
people – what and how they should learn and how they should use
their gained knowledge
Four (4) major components of curriculum design
1. Aims, goals, and objectives, or simple objectives (learning outcomes)
- What needs to be done?
- Considerations in formulating objectives/outcomes
a. The society
b. The knowledge
c. The learner
d. The learning process
2. Content or subject matter
- What subject matter is to be included?
- Selection of Content
a. Available sources and resource
b. Demand of the society
c. International needs
d. Level and age of the learner
e. Methods of content organization
f. Number of courses offered
g. Quantity and qualification of teaching staff
h. Scope of subject matter
i. System of examination
j. Type of society and culture
3. Learning experience
- What instructional strategies, resources and activities will be employed?
4. Evaluation
- What instruments and methods will be used to assess the results of the curriculum?
Curriculum mapping is a process for collecting and recording curriculum-related data that
identifies core skills and content taught, processes employed, and assessments used for each
subject area and grade level. The completed curriculum map then becomes a tool that helps
teachers keep track of what has been taught and plan what
will be taught.
Creating and working with curriculum maps is a 7-step process involving:
• Phase 1: Data collection.
• Phase 2: A review of all maps by all teachers.
• Phase 3: Small mixed group reviews, in which groups of five to eight diverse faculty members
share individual findings
• Phase 4: Large group comparisons, in which all faculty members gather to examine the
findings of the smaller groups.
• Phase 5: Identification of immediate revision points and creation of timetable for resolution.
• Phase 6: Identification of points requiring additional research and planning, and a timetable for
resolution of those points.
• Phase 7: Planning for the next review cycle.
The purpose of a curriculum map is to document the relationship between every component of
the curriculum. Used as an analysis, communication, and planning tool, a curriculum map
• allows educators to review the curriculum to check for unnecessary redundancies,
inconsistencies, misalignments, weaknesses, and gaps;
• documents the relationships between the required components of the curriculum and the
intended student learning outcomes;
• helps identify opportunities for integration among disciplines;
• provides a review of assessment methods; and
• identifies what students have learned, allowing educators to focus on
building on previous knowledge.

Curriculum Mapping is a process or procedure that follows curriculum designing. It is done

before the curriculum implementation or the operationalization of the written curriculum. Some
curricularists would describe curriculum mapping as making a ap to success. Listed are the
common questions asked by different stakeholders in curriculum mapping:
1. What do my students learn?
2. What do they study per quarter?
3. What are they studying in the school throughout the year?
I prepared this curriculum map prior to the start of the new academic year. I basically aligned
the curriculum guide given by the Department of Education (DepEd) to the different
considerations (e.g., previous students’ suggestions, the school’s academic calendar, the
recommendations of teachers teaching the same course, etc.) Thus, this curriculum map I have
devised is based on the stakeholders’ contributions to the betterment of the whole curriculum of
Earth Science as applied to our school. In order to make a sound judgment on the preparations
of a curriculum map, I ask the following questions for self-checking:
1. Does curriculum mapping help a teacher understand what to accomplish within the period of
time?
2. Is a curriculum map a permanent document?
3. Can a curriculum map help explain to parents what their children are learning in school?
4. Is curriculum mapping a task of only one teacher?
5. Can a curriculum map as a tool be used in instructional supervision?
CURRICULUM IMPLEMENTATION
What is implementation?
• A process of professional development and growth. Ongoing interaction, positive feedback and
assistance are essential
• A process of clarification whereby individuals and groups come to understand and practice a
change in attitudes and behaviors.
• It requires human resources, financial resources and time allocations within the school day
and the school year.
• Principals/ Deans are key to the success of the implementation process in a school. They
require in-depth knowledge of the planned changed and of the implementation process.

Implementation Process
Orientation Awareness - Identify current
practices and facilitate
a positive attitude
toward this change
Investigation - Encouraging
stakeholder to study
goals, philosophy
rationals,support
matter
Preparation - making a commitment
to begin

Management Planning - Considering

involvement of key
participants,schedulin
g, guidelines
budgeting for
resources, in service,
reporting phasing in
Beginning - Begin using portions
of the curriculum,
identify training
needs, in depth in
servicing etc.

Adaption and Modification Continued Monitoring - Of the implementation

process,of student
process, and of
curriculum/ program
strengths and
weaknesses
Refining - Refining to meet
 better local needs

Adaptation and Early Use Sharing - Sharing strategies

and resources to keep
up to date and fresh in
approach
Matching - Matching planning
and outcomes
Monitoring - Continual observation
and collection of data
reflecting growth
success, weaknesses

Evaluation Designing - Designing to suit

community or board
needs
Providing - Providing a system
wide overview of how
well the program has
met the needs of the
students

CURRICULUM IMPLEMENTATION
Kurt Lewin’s Force Field Theory of Curriculum Change
1. Define the change you want to see. Write down the goal or vision of a
future desired state. Or you might prefer to understand the present status quo or equilibrium.
2. Brainstorm or Mind Map the Driving Forces - those that are favorable to change. Record
these on a force field diagram.
3. Brainstorm or Mind Map the Restraining Forces - those that are unfavourable to, or oppose
change. Record these on the force field diagram.
4. Evaluate the Driving and Restraining forces. You can do this by rating each force, from 1
(weak) to 5 (strong), and total each side. Or you can leave the numbers out completely and
focus holistically on the impact each has.
5. Review the forces. Decide which of the forces have some flexibility for change or which can
be influenced.
6. Strategize! Create a strategy to strengthen the driving forces or weaken the restraining
forces, or both. If you've rated each force how can you raise the scores of the Driving Forces or
lower the scores of the Restraining Forces, or both?
7. Prioritize action steps. What action steps can you take that will achieve the greatest impact?
Identify the resources you will need and decide how to implement the action steps. Hint:
Sometimes it's easier to reduce the impact of restraining forces than it is to strengthen driving
forces

Substitution
• Substitution as a category of curriculum change means that the curriculum will be replaced or
substituted by a new one.
• Example is changing a book with a new one.
Alteration
• Alteration means there will be minor changes in the existing curriculum pp
Restructuring
• Restructuring or building new structure means making major changes or modifications in the
school system
Perturbations
• Perturbation is considered as a disruptive change however, teachers are expected to adapt to
it within a fairly short period of time
Value Orientation
• 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 vise versa.

Finals
1.Curriculum evaluation identifies the strengths and weaknesses of an existing
curriculum that will be the basis of the intended plan, design, or implementation. This is
referred to as the needs assessment
2. When the evaluation is done in the middle of the curriculum development, it will tell
whether the designed or implemented curriculum can produce or is producing the
desired result. This is related to monitoring
3. Based on some standards, curriculum evaluation will guide whether the results have
equaled or exceeded the standards, thus can be labeled as success. This sometimes
called terminal assessment
4. Curriculum evaluation provides information necessary for teachers, school managers,
curriculum specialists for policy recommendations that will enhance achieved learning
outcomes. This is the basis of decision-making.

Steps in Conducting a Curriculum

Steps What to consider

1. Identifying the primary audience Curriculum program sponsors, manager

and administrators, school
heads,participants (teacher and
students), content specialists, other
stakeholders.

2. Identifying critical issues/problem Outcomes,(expected, desired,intended)

Process (implementation)
 Resources (input)

3. Identifying data source Stakeholder existing documents,

available records evaluation studies.

4. Identifying techniques for collecting Standardized tests, informal test sample

data of student works, interviews;participant
observations, checklist, anecdotal records

5. Identifying established standards Standard previously set by the agency

and criteria ( Deped, Ched professional organization)

6. Identifying the techniques in data Content analysis, process analysis,

analysis statistics, comparison, evaluation process

7. Preparing evaluation report Written;

Oral;progress;
Final;Summary;
Descriptive;
Graphic; evaluative and judgemental; list
of recommendation

8. Preparing modes of display Cases studies, test score summary,

testimonies, multimedia representation,
product display exhibits technical reports

Desired Learning Outcomes

● Understood how the curriculum can be evaluated by assessment of learning
outcomes
● Identified the level of learning outcomes and the level of assessment
● Match the levels of learning outcomes with the appropriate assessment tools.
● Interpreted the value of assessment in terms of grades assigned
Achieved learning outcomes
● Is defined in outcomes-based education as a product of what has been intended
in the beginning of the learning process.
ASEAN Reference Qualifications Framework (ARQF)
● tool or device that enables comparisons of qualification across ASEAN states.
● It addresses education and training that promote lifelong learning.
Three Domains of Level of Competency
● Knowledge, skills and values
● application
● Responsibility- degree of competence
Description of learning outcomes
1. Knowledge- factual knowledge, conceptual knowledge,procedural
knowledge,metacognition
2. Process- skills that the students use based on facts and information for
making meaning and understanding
3. Understanding- big ideas or concept
4. Product performance- what product or performance evidence of learning
 The Evaluation Cycle
Planning,Implementing, and Assessing are three processes in curriculum
development.

● Planning is an initial process in curriculum development. It includes determining

the needs through an assessment. Needs would include those of the learners, the
teachers, the community and the society as these relate to curriculum.
● What should be implemented? The planned curriculum which was written should
be implemented. It has to be put into action or used by a curriculum implementor
who is the
teacher. Curriculum plans should not remain as a written document. It will
become
useless.A curriculum planner can also be a curriculum implementor. In fact, a
curriculum
planner who implements the curriculum must have a full grasp of what is to be
done. This
is an important role of the teacher.
● The focus of this chapter is evaluation after planning, and implementation was
done. It is very necessary to find out at this point, if the planned or written curriculum
was implemented successfully and the desired learning outcomes were achieved.
Curriculum evaluation as a big idea may follow evaluation models which can be
used for programs and projects. These models discussed in the previous lesson guide
the
process and the corresponding tools that will be used to measure outcomes

How does the curriculum for the 21st century look like? What are the emerging factors
and conditions that will shape the curriculum of the century?
Discussion in various topics here and abroad revolve along the different issues.

Globalization of economies and independence on international markets.

Increased concerns and actions about environmental degradation, water and energy
shortages, global warning, pandemic (HIV, Ebola, etc.)
Nations competing for power block thus generating conflict but gives opportunities to
build alliances and cooperation.
Increased global migration and opportunities for working overseas
Science and technological revolution
Knowledge economy as a generator of wealth and jobs.
All these issues need a curriculum that will address global solutions to environmental
problems, environmental sustainability, cultural diversity, global conflicts, technology
revolution, and science breakthrough.

Thus an integrative approach to curriculum is absolutely necessary. There should be

unity in core academic subjects where life and career skills are included. Curriculum
includes interdisciplinary themes, development of essential skills for modern
pedagogies and technologies.

21st Century skills are 12 abilities that today’s students need to succeed in their careers
during the Information Age.

The twelve 21st Century skills are:

Critical thinking
Creativity
Collaboration
Communication
Information literacy
Media literacy
Technology literacy
Flexibility
Leadership
Initiative
Productivity
Social skills

The 4 C's of 21st Century Skills are:

Critical thinking: Finding solutions to problems

Creativity: Thinking outside the box
Collaboration: Working with others
Communication: Talking to others

The three 21st Century literacy skills are:

Information literacy: Understanding facts, figures, statistics, and data

Media literacy: Understanding the methods and outlets in which information is published
Technology literacy: Understanding the machines that make the Information Age
possible

The five 21st Century life skills are:

Flexibility: Deviating from plans as needed

Leadership: Motivating a team to accomplish a goal
Initiative: Starting projects, strategies, and plans on one’s own
Productivity: Maintaining efficiency in an age of distractions
Social skills: Meeting and networking with others for mutual benefit