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Posted by Dr. Olga C. Alonsabe at 1:21 PM 0 comments
Principals need to implement the curriculum with the help of teachers in an actual school setting
and find out if the curriculum achieved its goal. Implementation refers to the actual use of the
curriculum or syllabus or what it consists of in practice. Implementation is a critical phase in the
cycles of planning and teaching a curriculum.
Implementing the curriculum does not focus on the actual use but also on the attitudes of those
who implement it. These attitudinal dispositions are particularly important in educational systems
where teachers and principals have the opportunity to choose among competing curriculum
packages.
a. laissez-faire approach or the "let-alone" approach. This gives teachers absolute power to
determine what they see best to implement in the classroom. In effect, this allows teachers to teach
lessons they believe are appropriate for their classes and in whatever way the want to teach such
lessons. There is no firm of control or monitoring whatsoever.
b. authoritarian control. In this view, teachers are directed by authority figures through a
memorandum, to follow a curriculum. Teachers have no control or leeway over the subjects the are
teaching. The school head exercise absolute power in directing teachers to teach certain subjects in
specified ways. In other words, this approach is dictatorial way of imposing curricular
implementation in the classroom.
A realistic view o curriculum implementation should be between the two extremes. Teachers are
expected to follow the prescribed syllabus exactly and make sure that they do not miss any
topic/component. When teachers diligently follow a prescribed syllabus in teaching a lesson, then
they are considered to have fidelity of use or fidelity of implementation.
To promote fidelity of use, one need to identify the topics or subjects that need more focus. These
subjects are are those that are more technical or more difficult. A structured approach to
implementation is then followed, one on which teachers are provided clear instructions early on.
On the other hand, some topics allow or encourage teachers to be creative ad unique in teaching
these topics. Teachers implement personalized variations of the prescribed curriculum, but still be
guided by it. This is referred to as adaptation to the curriculum or process orientation. process
orientation came as a response to the need to acknowledge different organizational concepts and
varying teachers' needs and abilities that would require on-site modification..
(Activity: If you are a teacher tasked by your school head to implement a new curriculum, what
could be your questions on the new curriculum? What would be your concerns?)
Source: Module 2: Lead Curriculum Implementation and Enrichment. EXCELS Flexible Course,
SEAMEO INNOTECH, c 2005.
Posted by Dr. Olga C. Alonsabe at 4:10 AM 1 comments
Labels: Curriculum Implementaton, olga alonsabe, SEAMEO
Curriculum Leadership
Leadership refers to the role or process that enables systems and individuals to achieve their goals.
Curriculum refers to all the experiences that learners have to go through in a program of education.
Curriculum leadership therefore is the act of exercising functions that enables the achievement of a
school's goal of providing quality education.
The definition of curriculum leadership involves functions and goals. A curriculum leader has to
take charge of making sure that the curriculum goals are achieved. That ultimate goal is to
maximize student learning by providing quality in the content of learning. Curriculum leadership
focuses on what is learned (the curriculum) and how it is taught (the instruction).
Being a school head, the principal is responsible for making sure that the school has a quality
curriculum and that the curriculum is implemented effectively. Achieving educational excellence is
the goal. To attain such goal, the principal need to manifest curriculum leadership.
Glatthorn (1997) was an educator interested in how curriculum development could be used to
make teaching effective. He provides the list of the essential functions of curriculum leadership
carried out at the school and classroom levels:
The roles and functions show that regardless of whether these are at the school level or classroom
level, curriculum leadership involves tasks that guarantee quality education. The tasks and
functions may further be specified into four major tasks:
Exhibiting curriculum leadership means that the principal have to be vigilant in overseeing the
many instructional activities in one's school so that educational goals will be achieved. This
implies that curriculum leadership is also a component of instructional leadership.
(Activity: Given the four major tasks of curriculum leadership, write some specific ways in which
these tasks can be manifested).
Source: Module: Lead Curriculum Implementation and Enrichment. EXCELS Flexible Course on
Leading Curricular and Instructional Processes. SEAMEO INNOTECH, C 2005.
Posted by Dr. Olga C. Alonsabe at 3:40 AM 1 comments
Labels: Curriculum leadership, EXCELS, olga alonsabe
Curriculum Approaches
Curriculum practitioners and implementers may use one or more approaches in planning,
implementing and evaluating the curriculum. Even textbook writers or instructional material
producers have different curricular approaches.
1. Behavioral Approach. This is based on a blueprint, where goals and objectives are specified,
contents and activities are also arranged to match with the learning objectives. The learning
outcomes are evaluated in terms of goals and objectives set at the beginning. This approach started
with the idea of Frederick Taylor which is aimed to achieve efficiency. In education, behavioral
approach begins with educational plans that start with the setting of goals or objectives. These are
the important ingredients in curriculum implementation as evaluating the learning outcomes as a
change of behavior. The change of behavior indicates the measure of the accomplishment.
2. Managerial Approach. In this approach, the principal is the curriculum leader and at the same
time instructional leader who is supposed to be the general manager. The general manager sets the
policies and priorities, establishes the direction of change and innovation, and planning and
organizing curriculum and instruction. School administrators are less concerned about the content
than about organization and implementation. They are less concerned about subject matter,
methods and materials than improving the curriculum. Curriculum managers look at curriculum
changes and innovations as they administer the resources and restructure the schools.
3. Systems Approach. This was influenced by systems theory, where the parts of the total school
district or school are examined in terms of how they relate to each other. The organizational chart
of the school represents a systems approach. It shows the line-staff relationships of personnel and
how decisions are made. The following are of equal importance: a) administration b) counseling c)
curriculum d) instruction e) evaluation.
4. Humanistic Approach. This approach is rooted in the progressive philosophy and child-centered
movement. It considers the formal or planned curriculum and the informal or hidden curriculum. It
considers the whole child and believes that in curriculum the total development of the individual is
the prime consideration. The learner s at the center of the curriculum.
(Question: Does a principal with humanistic approach to curriculum emphasize most memorization
of subject matter? Does the systems approach to curriculum consider only each part?)
Source: Curriculum Development by Purita P. Bilbao, et. al. LoreMar Pub., 2008
Posted by Dr. Olga C. Alonsabe at 2:56 AM 5 comments
Labels: curriculum approaches, olga alonsabe
The nature of the elements and the manner in which they are organized may comprise which we
call a curriculum design.
1. Subject-centered view of curriculum: The Fund of human knowledge represents the repository
of accumulated discoveries and inventions of man down the centuries, due to man’s exploration of
his world
2. Learner-centered view of curriculum: Relates knowledge to the individual’s personal and social
world and how he or she defines reality.
Gerome Bruner: “Knowledge is a model we construct to give meaning and structure to regularities
in experience”
2. significance – contribute to basic ideas to achieve overall aim of curriculum, develop learning
skills
3. validity – meaningful to the learner based on maturity, prior experience, educational and social
value
4. utility – usefulness of the content either for the present or the future
5. learnability – within the range of the experience of the learners
6. feasibility – can be learned within the tile allowed, resources available, expertise of the teacher,
nature of learner
1. BALANCE . Content curriculum should be fairly distributed in depth and breath of the
particular learning are or discipline. This will ensure that the level or area will not be overcrowded
or less crowded.
2. ARTICULATION. Each level of subject matter should be smoothly connected to the next,
glaring gaps or wasteful overlaps in the subject matter will be avoided.
3. SEQUENCE. This is the logical arrangement of the subject matter. It refers to the deepening and
broadening of content as it is taken up in the higher levels.
The horizontal connections are needed in subject areas that are similar so that learning will be
elated to one another. This is INTEGRATION.
Learning requires a continuing application of the new knowledge, skills, attitudes or values so that
these will be used in daily living. The constant repetition, review and reinforcement of learning is
what is referred to as CONTINUITY.
Whatever methods the teacher utilizes to implement the curriculum, there will be some guide for
the selection and use, Here are some of them:
Regardless of the methods and materials evaluation will utilize, a suggested plan of action for the
process of curriculum evaluation is introduced. These are the steps:
1. Focus on one particular component of the curriculum. Will it be subject area, the grade level, the
course, or the degree program? Specify objectives of evaluation.
2. Collect or gather the information. Information is made up of data needed regarding the object of
evaluation.
3. Organize the information. This step will require coding, organizing, storing and retrieving data
for interpretation.
5. Report the information. The report of evaluation should be reported to specific audiences. It can
be done formally in conferences with stakeholders, or informally through round table discussion
and conversations.
6. Recycle the information for continuous feedback, modifications and adjustments to be made.
(Activity: "Is Philippine education really deteriorating?" This is a big question raised by many
sectors of our society. Reflect and research (gather enough data/proof in your particular
school/district/division) on this issue. Choose a particular level and a specific subject area as a
point o reference).
Source: Curriculum Development by Purita Bilbao, et. al. LoreMar Pub., 2008)
Posted by Dr. Olga C. Alonsabe at 1:28 PM 1 comments
Labels: curriculum development, olga alonsabe
Philosophy provides educators, teachers and curriculum makers with framework for planning,
implementing and evaluating curriculum in school.I helps in answering what schools are for, what
subjects are important, how students should learn and what materials and methods should be used.
In decision-making, philosophy provides the starting point and will be used for the succeeding
decision-making.
1. Perennialism. The focus in the curriculum is classical subjects, literary analysis and considers
curriculum as constant.
2. Essentialism. The essential skills of the 3 R's and essential subjects of English, Science, History,
Math and Foreign Language is the focus of the curriculum.
3. Progressivism. The curriculum is focused on students' interest, human problems and affairs. The
subjects are interdisciplinary, integrative and interactive.
4. Reconstructionism. The focus of the curriculum is on present and future trends and issues of
national and international interests.
Educational philosophy lays the strong foundation of any curriculum. A curriculum planner or
specialist, implementer or the teacher, school heads, evaluator anchors his/her decision making
process on a sound philosophy.
(Activity: Compare the four Philosophies of Education based on the aim of education, role of
education and curriculum trends. How does a strong belief or philosophy influence curriculum?
Philippine education came about from various foreign influences. This can be traced back to the
glorious history. Of all foreign educational systems, the American educational system has the
greatest influence on our educational system.
3. William Kilpatrick (1871-1965) - viewed curriculum as purposeful activities which are child-
centered.
4. Harold Rugg (1886-1960) - emphasized social studies in the curriculum and the teacher plans
the lesson in advance.
5. Hollis Caswell (1901-1989) - sees curriculum as organized around social functions of themes,
organized knowledge and earner's interests.
6. Ralph Tyler (1902-1994) - believes that curriculum is a science and an extension of school's
philosophy. based on students' need and interests.
The historical development shows the different changes in the purposes, principles and content of
the curriculum.
Psychological Foundations
Psychology provides basis for the teaching and learning process. It unifies elements of the learning
process and some of the some of questions which can be addressed by psychological foundations.
1. Behaviorists Psychology - consider that learning should be organized in order that students can
experience success in the process of mastering the subject matter, and thus, method of teaching
should be introduced in a step by step manner with proper sequencing of task.
(Activity: Discuss the contributions of Edward L. Thorndike, Ivan Pavlov and Robert Gagne to the
present views on curriculum)
2. Cognitive Psychology - focus their attention on how individuals process information and how
the monitor and manage thinking. For the cognitive theorists, learning constitutes a logical method
for organizing and interpreting learning. Learning is rooted in the tradition of subject matter where
teachers use a lot of problem and thinking skills in teaching learning. These are exemplified by
practices like reflective thinking, creative thinking, intuitive thinking, discovery learning, etc.
(Activity: Discuss the contributions of Jean Piaget, Lev Vygotsky, Howard Gardner, Felder and
Silverman and Daniel Goleman to curriculum development.
3. Humanistic Psychology - concerned with how learners can develop their human potential. Based
on Gestalt psychology where learning can be explained in terms of the wholeness of the problem
and where the environment is changing and the learner is continuously reorganizing his/her
perceptions. Curriculum is concerned with the process not the products, personal needs not subject
matter; psychological meaning and environmental situations.
(Activity: Give the contributions of Abraham Maslow and Carl Rogers to the present field of
curriculum development.
The relationship of curriculum and society is mutual and encompassing. Hence, to be relevant, the
curricula should reflect and preserve the culture of society and its aspirations. At the same time,
society should also imbibe the changes brought about by the formal institutions called schools.
(Question: A school has been using the same old curriculum it has had for the past ten years. Do
you think this is a good practice? Why? Why not?)
Source: Curriculum Development by Purita Bilbao, et. al, Loremar Pub., 2008)
Posted by Dr. Olga C. Alonsabe at 12:08 PM 1 comments
Labels: foundations of education, olga alonsabe
Allan Glatthorn (2000) describes seven types of curriculum operating in the schools:
3. taught curriculum - what teachers implement or deliver in the classroom and schools
6. learned curriculum - what the students actually learn and what is measured
(Activity: Visit a school of your choice. Observe and interview the appropriate persons (teachers,
students, principals)and identify the existence of the different curricula. Write specific examples).
Source: Curriculum Development by Purita Bilbao, et. al. Lorimar Pub., 2008)
curriculum development
Wednesday, February 18, 2009
The Nature of Curriculum Development System
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?
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.
(Show the relationship of the three important features of a system: Parts, Whole, Function.)
(From the two curriculum models, what are the three interacting processes in curriculum
development? Show its relationship)
(Give other views of curriculum as expounded by Robert M. Hutchins, Joseph Schwab and Arthur
Bestor)
(Give other views of curriculum like that of Caswell and Campbell as well as Marsh and Willis)