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DEVELOPMENT:
Process and Models
CURRICULUM DEVELOPMENT PROCESS
Curriculum development is a dynamic
process involving many different people
and procedures. Development connotes
changes which is systematic. To produce
positive changes, development should be
purposeful, planned and progressive.
CURRICULUM MODELS FOUR PHASES
• 1. CURRICULUM PLANNING considers the school
vision, mission and goals. It also includes one
philosophy or strong education belief of the
school.
• 2. CURRICULUM DESIGNING is the way
curriculum is conceptualized to include the
selection and organization of content, the
selection and organization of learning
experiences or activities and the selection of the
assesment produce and the tools to measure
achied learning outcomes.
• 3. CURRICULUM IMPLEMENTING in the
classroom the classroom setting or
learning environment. Implementing the
curriculum is where the action takes place.
It involves the activities that transpires in
every teacher's classroom where learning
became an active process.
• 4. CURRICULUM EVALUATING determines
the extent to which the desired outcomes
have been achieved. This procedure is on
going as afinding out the progress of
learning (formative) or the mastery of
learning (summative).
CURRICULUM DEVELOPMENT PROCESS
MODELS
• 1. RALPH TYLER MODEL: Four basic Principles
Also known as Tyler's Rationale, the curriculum
development model emphasizes the planning
phase. He posted four fundamental principles
which are illustrated as answers to the following
questions:
A. PERRENIALISM
• Aim: to educate the rationale person;
cultivate intellect.
• Role: Teachers assit students to think
what reason ( critical thinking: HOTS)
• Focus: Classical subjects, literary analysis.
Curriculum is enduring.
• Trends: Use of great books (Bible, Koran,
Classics) Liberal arts
B. ESSENTIALISM
• Aim: to promote intellectual growth of
learners to become competent.
• Role: Teachers are soul authorities in the
subject area.
• Focus: Essential skills of 3R's; Essentail
subjects
• Trends: Back to basics. Excellence in
education. Cultural literacy
C. PROGRESSIVISM
• Like Bobbit,
curriculum is a
science and
emphasizes
students' needs.
• Objectives and
activities should
match. Subject
matter or content
should relates to
objectives.
WILLIAM KLIPARTICK (1875-1952)
• Curricula are purposeful
activities which are child-
centered.
• The purpose of the
curriculum is child
develelopment end
growth. The project
method was introduced
by Klipartick and student
plan the activties.
• The curriculum develops
social relationships and
small group instructions.
HAROLD RUGG (1886-1960)
• To Rugg, curriculum
should develop the
whole child. It is child-
centered.
• With the statement of
the objectives and
related learning activities,
curriculum should
produce outcomes.
• Harold Rugg
emphasized social
studies and the teacher
plans the curriclum in
advance.
HOLLIS CASWELL (1901-1989)
• Sees curriculum as
organized around social
functions of themes,
organized knowledge
and learner's interests.
• caswell believes that
curriculum, instruction
and learning are
interrelated.
• Curriculum is a set of
experiences. Subject
matter is developed
around social functions
and learner's interests.
RALPH TYLER (1902-1994)
• As one of the hallmarks of
curriculum, Tyler believes that
curriculum is a science and an
extension of scholl's
philosophy. It is based on the
students' needs and interest.
• To Tyler, curriculum is always
related to instruction. Subject
matter is organized in terms of
knowledge skills and values.
• The process emphasizes the
curriculum aims to educate
generalist and not the
specialist.
HILDA TABA (1902-1967)
• Contributed the
theoretical and
pedagogical
foundations of
concepts
development and
critical in the social
studies curriculum.
• Helped lay the
foundation for
diverse student
population.
PETER OLIVA (1992-2012)
• Described how
curriculum change is a
cooperative endeavor
• Teachers and
curriculum specialist
constitute the
professional core of
planners.
• Significant
improvement through
group activity.
PSYCHOLOGICAL
PSYCHOLOGIC
FOUNDATION OF
AL FONDATION
CURRICULUM
OF
CURRICULUM
3. PSYCHOLOGICAL FOUNDATION OF
CURRICULUM
Psychology provides a basis to nderstand the
teaching and learning process. It unifies the
elementsof the learning process.
• Behaviors is based
on prerequisite
conditions.
• Introduced tasking in
the formulation of
objectives.
JEAN PIAGET (1896-1980)
Theories of Jean Piaget
– Describes cognitive development
in terms of stages of birth to
maturity.
– Sensorimotor stage(0-2),
preoperational stage(2-7),
concrete operations stage(7-11),
and formal operations(11-
onwards)
• Key to learning
– Assimilation (incorporation of new
experiences)
– Accommodation (learning
modification and adaptation)
– Equilibration (balance between
previous and later learning)
LEV VYGOTSKY (1896-1934)
• Theory of Lev Vygotsky
– Cultural transmisson and
development
– Children could, as a result
of theis interaction which
society, actually perform
certain cognitive actions
prior to arriving at
developmental stage.
– Learning precedes
development
– Sociocultural development
theory
• Vygotsky's Key to
learning
–Pedagogy creates
learning process
that lead to
development
–Child is an active
agent in his or her
educational
process.
HOWARD GARDNER
• GARDNER'S MULTIPLE
INTELLIGENCES
– Humans have several
different ways of
processing informtion and
these ways are relatively
independent of one another.
• Emotion contains
the poer to affect
action.
–Emotional
qoutient
HUMANISTIC
APPROACH
HUMANISTIC APPROACH
GESTALT
Gestalt Theory
– -Learning is explained in terms of
"wholeness" of the problem.
– -Human beings do not respond to isolated
stimuli but an organization or patten of stimuli.
• Key to learning
– Learning is complex and abstract.
– Learners analyze the problemm discriminate
between essential and non-essential data, and
percieve rerlationships.
– Learners will persive something in relation to the
whole. What/how they percieve is related to their
previous experiences.
ABRAHAM MOSLOW (1908-1970)
– Self-Actualization Theory
– Classic theory of human
needs.
– A child whose basic
needs are not met will not
be interested in acquiring
knowledge of the world.
– Put importance on human
emotions, based on love
and trust.
• Key to Learning
– Produce a healthy and
happy learner who can
accomplish, grow and
actualize his or her
human self.
CARL ROGERS (1902-1987)
• Nondirective and Thearapeutic
Learning
• Established counselling
procedures and methods for
facilitating learning.
• Children's perceptions, which
are highly individualistic,
influence their learning and
behavior in class.
• Key to learning
• Curriculum concerned with
process, not subject matter,
psychological meaning not
cognitive scores.
• SOCIAL
SOCIAL
FOUNDATIONS OF
CURRICULUM
FOUNDATIONS OF
CURRICULUM
SOCIAL FOUNDATIONS OF
CURRICULUM
• SHOOLS and SOCIETY