Unit IV: Trends and Issues on Curriculum Development
refers to the process of placing value on a curriculum. It identifies the quality, effectiveness of the program, process and product of the curriculum. It is a broader term being used to make judgments about the worth and effectiveness of curriculum.
Curriculum Evaluation
Rooted in the Indian pedagogical context, these models underline the importance of clear objectives, systematic approach, and the symbiotic relationship between input, process, and output.
Mukopadhya Model & Saran's Model
The Minimum Learning Competencies (MLC) /is a curriculum designed to prepare Filipino children for life as enlightened, disciplined, nationalistic, self reliant, God-loving, creative, versatile, and productive, focusing on the learning process rather than subjects.
National Elementary School Curriculum
Among progressive educational psychologists, the learner is the center of the educative process.
Learner-Centered Design
•Formative Evaluation • Summative Evaluation • Diagnostic Evaluation
Types of Evaluation
Important considerations is the selection of content for a subject. At the time of subject matter selection, the following factors are to be kept in mind:
1. Available sources and resources 2. Demand of the society 3. International needs 4. Level and age of the learner or student 5. Methods of content organization 6. Number of courses offered 7. Quantity and qualification of teaching staff 8. Scope of subject matter 9. System of examination 10. Type of society and culture
Things to Consider in Implementing the Curriculum
1. Government Requirements 2. School Philosophy, Vision and Mission, and Core values 3. Learning Environment 4..Needs and Demands of the society 5. Needs of the Students 6. Faculty Expertise 7. The Changing Nature of Knowledge
1. Cognitive - involves knowledge and development of intellectual skills. 2. Affective - includes the manner in which we deal with things emotionally, such as feelings values, perception, enthusiasm, motivation and attitudes. 3. Psychomotor - includes physical movement, coordination and use of the motor skills areas.
3 Domains Behavioral Objective
1. Overcoming Resistance to Change Model (ORC Model) 2. Organizational Development Model (OD Model) 3. Leadership Obstacle Course Model (LOC Model) 4. Linkage Model 5. Rand Change Agent Model (RCA Model)
5 Curriculum Implementation Models
Each level of subject matter should be smoothly connected to the next, glaring gaps or wasteful overlaps in the subject matter will be avoided.
ARTICULATION
There is a minor change to the current or existing curriculum
Alteration
During this period, the Filipino primary curriculum was based on American ideals and traditions, with English as the medium of instruction. It consisted of three grades, each providing training in bodily and brain training.
American Devised Curriculum
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.
BALANCE
Begin with the end in view. • The objectives or intended learning outcomes are the reasons for undertaking the learning lesson from the student's point of view. • It is desired learning outcome that is needed to be accomplished in a particular learning episode, engaged in by the learners under the guidance of the teacher.
Behavioral Objectives or Intended Learning Outcomes
This design or interdisciplinary is a variation of the subject-centered design. The design was made to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another.
Broad field design/interdisciplinary.
It's an acronym that stands for a holistic evaluation approach: Context, Input, Process, and Product. It provides a panoramic view of the curriculum from planning to postimplementation.
CIPP Evaluation Model
➢ Change is a constant law of nature. It brings improvements. ➢ Change is an ongoing process. ➢ Not all changes lead to improvement, but all improvement requires change.
CONCEPT OF CHANGE
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.
CONTINUITY
• Models for putting lessons into practice and the process of implementing a new curriculum • Mezeiobi (1993) coined and conceptualize the term implementation as the simple act of putting into practice a plan, decision, proposal, idea or policy that has been agreed upon. • According to Zumwalt in Akwesi (2012), the practical application of the theory into practice, in which the final outcome is to be demonstrated through the performance of learners in and out of the classroom.
CURRICULUM IMPLEMENTATION MODELS
This design is often attributed to the influence of John Dewey, Rousseau, Pestalozzi, and Froebel. Learners interact with the teachers and the environment, thus there is a collaborative effort on both sides to plan lessons, and content and do activities together.
Child-centered design.
A second element is the content of the curriculum. It contains information to be learned at school. It is an element or a medium through which the objectives are accomplished. Content or subject matter refers to the body of knowledge that the student will take away when the course is done. It must assure that the curriculum objectives are properly met.
Content or Subject Matter
It centers on general education and the problems are based on common human activities. It includes the common needs, problems, and concerns of the learners.
Core-problem design.
Subjects are related to one another and still maintain their identity. It separates subject designs to reduce fragmentation.
Correlation design.
His model places the evaluator in an instructive role, continuously guiding the curriculum's direction through feedback.
Cronbach's Model
The New Secondary Education Curriculum (NSEC) is a student-centered and community-oriented approach that prioritizes active participation in learning. It integrates cognitive, affective, and manipulative approaches to provide a comprehensive learning experience. Values education is a separate subject, emphasizing ethical and moral development. The curriculum outlines desired learning competencies for each subject area, ensuring a goal-oriented approach. Most subjects have a 40-minute time frame, except for Technology, which has 60-minute daily periods. Technology receives extended time periods for practical applications and hands-on learning. Work experience concepts are integrated with Values Education and Technology and Home Economics, bridging theoretical knowledge with practical application. The curriculum emphasizes critical thinking to promote creativity and productivity at all levels, preparing students to ana
Curriculum Features
It is the process of continuously making instruction better based on student's needs. Curriculum is continuously modified and made better throughout the school year based on your current students.
Curriculum Improvement
This aims, goals and objectives spell out what is to be done. It tries to capture what goals are to be achieved, the vision, the philosophy, the mission statement and objectives. Further, it clearly defines the purpose and what the curriculum is to be acted upon and try what to drive at.
Curriculum Objectives
The Iloilo Experiment was a six-year experiment in 1948, initiated by Dr. Jose V. Aguilar, the Superintendent of the Iloilo school division. The experiment involved seven control schools using English as the medium of instruction in Grades 1 and 2, and seven experimental schools using the vernacular, Hiligaynon. The experiment was controversial, as the Dean of the College of Education at Xavier University on the island of Mindanao observed that vernacular instruction was not producing maximum results and was widening regional gaps, leading to regional and cultural imbalance. Schools began using Philippine-oriented instructional materials, with a priority order for books in 1966, including books contributing to Philippine literature, character education books, and library equipment and permanent features.
Curriculum during Philippine Republic
During this period all schools should develop moral character. Having a personal discipline, civic conscience, and vocational efficiency is needed. As well as promoting effective participation of the citizens in the processes of a democratic society.
Curriculum during the Commonwealth
The Secondary Education Curriculum (SEC 2010) is a lean design that emphasizes essential understandings and high standards. It offers a rich and challenging curriculum with special programs in arts, sports, journalism, foreign language, science/math, engineering, and technical-vocational fields. The curriculum aims to cultivate students' readiness and passion for work and lifelong learning.
Curriculum features
is a complex and difficult endeavor that calls for careful preparation, good communication, and cooperation among stakeholders. It provides insightful information on the process of change and the function of various Players in supporting successful implementation.
Curriculum implementation
It should develop multiple perspectives, increase integration and make learning autonomous, create a climate of openness and trust, and appreciate and affirm strengths of the teacher.
Developmental
This curriculum design model is related to the subject design. However, while subject design centers only on the cluster of content, this design focuses on academic disciplines. this refers to specific knowledge learned through a method that the scholars use to study a specific content of their fields.
Discipline design.
those forces affecting a situation that are pushing in a particular direction; they tend to initiate a change and keep it going.
Driving Forces
This involves creating a practical plan of action and a list of learning objectives for any subject. The curriculum should act as a helpful map, outlining where you need to go and how to get there. The landscape of modern education is transforming rapidly.
ELEMENTS OF CURRICULUM PLANNING
pertains to the present level of productivity, can be raised or lowered by changes in the relationship between the driving and the restraining forces.
Equilibrium
Believes that the interests and needs of learners cannot be pre- planned. Instead, the experiences of the learners become the starting point of the curriculum, thus the school environment is left open and free.
Experience-centered design.
➢ It's a PROCESS not an EVENT. ➢ It requires time, energy and resources. ➢ It is achieved incrementally and entails development in feelings and skills.
FEATURES OF CHANGE
1. The nature of society which includes the cultural heritage, the needs and demands as well as the economic, social, political, cultural, moral and other problems of the people. 2. The interests, the needs, previous experiences and problems of the learners ; and 3. The educational and psychological principles based on the findings of scientific studies and experimentations.
Factors to Consider in Curriculum Development
like constructing a building from the ground up - start with the foundational specifics and then envisions the bigger picture. Its systematic progression ensures thoroughness.
Hilda Taba Model
The development of the self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling, and doing.
Humanistic design.
Enhancing curriculum, competencies, and teaching learning process in relation to the biogeographical, historical, and socio-cultural context of a learner's community can improve learning, retention, and engagement. For instance, in Araling Panlipunan, teachers can discuss local heroes instead of Rizal and Bonifacio, making lessons relevant and useful.
INDIGENIZATION
The horizontal connections are needed in subject areas that are similar so that learning will be elated to one another.
INTEGRATION
1. National Level 2. Regional Level 3. Division Level 4. District Level 5. Local School Level
Levels of Curriculum Implementation at the Basic Education Level
1. Religious 2. Political 3. Utilitarian 4. For Mass Education 5. For Excellence in Education
Motives of Curriculum Development
During this period, six principles of Japanese Education were implemented: promoting friendly relations between Japan and the Philippines, fostering a new Filipino culture, elevating morals over materialism, promoting the diffusion of the Japanese language, promoting vocational courses, and inspiring people with the spirit of love and labor.
Japanese Devised Curriculum
The K-12 education system introduces a 12-year program, allowing students to master essential competencies and prepare for various paths, including employment, entrepreneurship, middle-level skills development, or higher education. This system accelerates international recognition of Filipino graduates and mandates kindergarten for five-year-olds as a prerequisite for Grade 1. The curriculum offers flexibility with three tracks and incorporates immersion experiences for practical exposure. The old system, criticized for producing graduates younger than 18 and lacking practical applications, is now viewed as insufficient.
K to 12 Basic Education Curriculum
the father of social psychology explains the process of change. The model can be used to explain curriculum change and implementation. In the education landscape, there are always two forces that oppose each other. These are the driving force and the restraining force.
Kurt Levin's (1951)
The process involves integrating curriculum content with local information and materials in the learners' community. Teachers can use local products and stories instead of foreign ones, allowing pupils to relate and ultimately facilitate learning through local connections.
LOCALIZATION
points out that leadership is not only about individuals but also about creating a culture of change in the organization. This model treats staff resistance to change as problematic and proposes that we should collect data to determine the extent and nature of the resistance.
Leadership Obstacle Course Model (LOC Model)
The third element involves teaching strategies and methods, encompassing both institutional and external learning environments, teachers' and students' materials. Tyler defines learning experiences as the interaction between the learner and external conditions, focusing on active student behavior rather than content or teacher activities.
Learning Experiences (Methods of Delivering Knowledge)
Filipino educational leaders initially attempted to develop a curriculum, but their efforts remained in the ideational stage. The curriculum remained subject-centered, focusing on content and abolishing double-single sessions. The objective of Philippine Education was to establish an integrated, nationalistic, and democracy-inspired educational system, including moral and spiritual values, developing patriotic, useful, and upright citizens, conserving national resources, perpetuating desirable values, and promoting science, arts, and letters. The curriculum aimed to restore Grade VII and promote moral, spiritual, and nationalistic values.
Liberation Period
It uses the past and the present experiences of learners as a means to analyze the basic areas of living.
Life-situations design.
This model acknowledges that aside from the school itself, there are innovators in research and development centers, universities, etc. who can provide clearer pictures of problems that exist because of the implementation of the new programs.
Linkage Model
define "curriculum implementation" as the trying out of a new practice and what it looks like when actually used in a school system. It simply means that implementation should bring the desired change and improvement.
Loucks and Lieberman (1983)
The Department of Education was renamed the Department of Education and Culture in 1972, and later the Ministry of Education Act of 1982, transforming into the Ministry of Education, Culture, and Sports. In 1974, a bilingual education scheme was implemented, teaching science, math, English language, and literature in English.
Martial Law
It challenges the norm by emphasizing evaluating the worth of curriculum objectives themselves rather than just their attainment.
Michael Scriven's Goal-free model
This includes a cognitive-manipulative-based curriculum covering eight subjects, including English, Filipino, Social Studies, PEHM, Technology, Home Economics, Values Education, Science, and Mathematics. Implemented nationwide since 1989-1990, the curriculum aims to provide a flexible educational framework, promoting critical thinking, problem-solving, and 21st-century skills development.
New Secondary Education Curriculum (NSEC)
The primary objective of education is to develop an individual's potential and improve society. Educational policies aim to achieve better manpower production through land reform, taxation, economic production, anti-drug and anti-pollution education, and conservation education. However, many parents and teachers are still confused about the philosophy, operations, and evaluations of this innovation in education. The concept of an average layman or teacher in the "new society" should be redirected to a functional definition of wholesome integration of economic, social, and moral lives for the progressive Philippines. The direction of education can be described by a relevant and flexible curriculum focused on societal needs, such as skills and food production, conservation of natural resources, and technical knowledge in harnessing mineral deposits. The Department of Education (DepEd) should be reorganized to promote p
New Society
The text emphasizes the importance of fostering a strong commitment to national ideas, acquiring knowledge and attitudes to understand human nature, developing intellectual skills, and broadening appreciation for arts, science, and technology.
Objectives of NSEC:
A holistic approach to curriculum implementation, focusing on the whole evaluation system. It acknowledges that change is a continuous process and offers strategies to sustain it over time.
Organizational Development Model (OD Model)
defined curriculum implementation as the interaction between the curriculum that has been written and planned and the persons (teachers) who are in charge of delivering it.
Ornstein and Hunkins (1998)
is a step-by-step approach to implementing change in education. The committee stresses the importance of ensuring that all interested parties are consulted and taken into account when making decisions. This helps the school's administrators to identify most of the reasons why educators become more resistant to change letting them realize the news to properly address these kinds of concerns.
Overcoming Resistance to Change Model (ORC Model)
• 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.
PRINCIPLES OF CHILD-CENTERED CURRICULUM APPROACH
• 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 learners in the recognition of concerns and problems in seeking solution. Learners are the problem solvers themselves.
PRINCIPLES OF PROBLEM-CENTERED CURRICULUM APPROACH
• 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 serves as a means of identifying problems of living. • Learning means the accumulation of content or knowledge. • The teacher's role is to dispense the content.
PRINCIPLES OF SUBJECT-CENTERED CURRICULUM APPROACH
➢ May be assisted by permissiveness and support in accordance with a helpful improvement in curriculum. ➢ Changing curriculum changes individuals. ➢ It must be necessary in consideration that the resources of implementation of curriculum are available or not.
PROCESS OF CURRICULUM CHANGE
For curriculum implementation to succeed, it should be participatory. In a sense that it is specifically seen as having the stakeholders like peers, school leaders, parents and curriculum specialists which are considered necessary.
Participatory
• Teachers should have a thorough understanding of the culture of the community. • Teachers should be committed to empowering students and correcting social inequities. • Teaching process should emphasize skills and practical applications of knowledge. • People in the community learn by watching, listening and doing.
Pedagogy
In which students provide feedback on each other's learning. Students' can learn to judge each other's work as reliable.
Peer assessment
These are changes that are disruptive, but teachers have to adjust to them within a fairly short time.
Perturbations
The BEC focuses on basic subjects like reading, writing, arithmetic, science, and patriotism, with values integrated into all. It aims to improve students' comprehension skills and address reading difficulties in grade 3 and 6. The approach emphasizes interactive teaching-learning, involving group learning and knowledge sharing between teachers, students, and students. This differs from the old curriculum where both English and Values Education teachers collaborate on lesson plans.
Philippine Basic Education Curriculum
The pre-Spanish curriculum in the Philippines involved informal education, acquired through suggestions, observation, example, and imitation. Filipinos learned to read and write using their native alphabet, alibata, which consisted of 17 symbols representing the alphabet's letters. Fathers taught their sons to find food and livelihood, while mothers taught their daughters to do household chores. This education prepared them to become good husbands and wives, promoting oral, practical, and hands-on learning.
Pre- Spanish Curriculum
This design draws on the social problems, needs, interests, and abilities of the learners. In this curriculum, content cuts across subject boundaries and must be based on the needs, concerns, and abilities of the students.
Problem-centered Design
1. Establish dialogue and community engagement mechanisms with communities for purposes of contextualized education. 2. Situational Analysis to community vision, mission, and goals for education. 3. Education Planning with the communities. 4. Research for contextualization and learning resource development. 5. Curriculum Contextualization. 6. Quality assurance of contextualized curriculum.
Process of Contextualization
is a bottom-up approach to curriculum implementation. The committee stresses the fact that each teacher must play a role in influencing change within their classrooms and schools. This model acknowledges that teachers have a variety of skills and experience, setting out strategies to support them in their innovation efforts.
Rand Change Agent Model (RCA Model)
are forces acting to restrain or decrease the driving forces. Apathy, hostility, and poor maintenance of equipment may be examples of restraining forces against increased production.
Restraining Forces
It pertains to building a new structure that would mean major change or modification in the school system, degree program or educational system.
Restructuring
The New Secondary Education Curriculum (NSEC) is a student-centered and community-oriented approach that prioritizes active participation in learning. It integrates cognitive, affective, and manipulative approaches to provide a comprehensive learning experience. Values education is a separate subject, emphasizing ethical and moral development. The curriculum outlines desired learning competencies for each subject area, ensuring a goal-oriented approach. Most subjects have a 40-minute time frame, except for Technology, which has 60-minute daily periods. Technology receives extended time periods for practical applications and hands-on learning. Work experience concepts are integrated with Values Education and Technology and Home Economics, bridging theoretical knowledge with practical application. The curriculum emphasizes critical thinking to promote creativity and productivity at all levels, preparing students to ana
Revised Basic Education Curriculum
This model cherishes complexity, drawing parallels between what was intended and what actually transpired.
Robert Stake's "countenance model"
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.
SEQUENCE
The SEC 2010 is the Philippine secondary education blueprint, designed to meet the evolving needs of Filipino students. It offers a well-rounded education, preparing them for future challenges and opportunities. The curriculum is implemented in the first year of 2010-2011 and continues through subsequent school years, focusing on understanding and design-based learning.
Secondary Education Curriculum (Sec 2010)
through which students learn to monitor and evaluate their own learning. This should be a significant element in order to produce students who are reflective and self-critical.
Self assessment
The Spanish curriculum consisted of three R's: reading, writing, and religion, with schools being parochial or convent. The main reading materials were cartilla, caton, and catecismo. Schools were ungraded, subject-oriented, and organized primarily through individual memorization.
Spanish Devised Curriculum
1.Identify localization goals and correlate with learning standards. 2. Identify local content, resources, processes, and language diversities for integration in specific subject considering the nature of learner (K-12). 3. Identify the desired level of change or perspective that teachers would like students to attain. 4. Integrate the local content in the content of the subject matter or in the use of instructional materials. 5. Use varied instructional activities and varied approaches to assess students' learning.
Steps in Localizing Curriculum at the Classroom Level
It stresses so much the content and forgets about students' natural tendencies, interests, and experiences. The teacher becomes the dispenser of knowledge, and the learners are simply the empty vessel to receive the information or content from the teacher.
Subject design.
This is a curriculum design that focuses on the content of the curriculum. This design corresponds mostly to the textbook because textbooks are usually written based on a specific subject or course.
Subject-Centered Design
The current curriculum will be replaced or substituted by a new one. Sometimes, we call this a complete overhaul.
Substitution.
Curriculum implementation is required in the process of change. Thus, material support like supplies, equipment and conducive learning environments like classrooms and laboratory should be made available.
Supportive
In which the teacher prepares and administers tests and gives feedback on student's performance.
Teacher assessment
• Understanding of the local learning system and how it can be tapped to make learning of the national curriculum more successful will: • promote increased learning. • develop in the learners an appreciation and pride of his/her communities' culture and identity • develop in the learners serious commitment to help develop their own communities as a result of their strong identification with the community • Curriculum localization and indigenization needs a socio- cultural description of one's own community where the schools are located. • An inventory of local community assets, need sand resources is the first step to curriculum localization and indigenization. • Community development can be enhanced through a culturally responsive curriculum.
Value of the Local Learning System
1. Central Office (national level) 2. Regional Office
Two levels of CHED that responsible for implementation on Higher Education Level
A holistic model prioritizing harmony between educational goals, the journey of learning, and resultant outcomes. Its structured approach aids in clear goal-setting but may overlook certain nuances of the learning experience.
Tyler's Model
1. The learning experience must give students the opportunity to practice the desired behavior. 2. The learning experience must give the students satisfaction; unsatisfying experiences hinder their learning. 3. The learning experience must "fit" the students' needs and abilities. 4. Multiple learning experiences can achieve the same objective. Hence, a wide range of experiences is more effective for learning than a limited range. 5. The learning experience should accomplish several learning outcomes and satisfy more than one objective.
Tyler's five general principles in selecting learning experiences
this is a type of curriculum change that responds to shifts in the emphasis that the teacher provides which are not within the mission or vision of the school or vice versa.
Value Orientation.
The process involves selecting, organizing, executing, and evaluating learning experiences based on learners' needs, abilities, interests, and society's nature, involving teachers, supervisors, curriculum experts, learners, parents, and non-school people.
What is Curriculum Development?
It enhances the education for marginalized groups without eradicating their cultures and traditions. This process involves transforming curriculum and teaching practices to include Indigenous knowledge, aiming to regain lost languages and traditions. It also contributes to a more just world, fostering reconciliation between indigenous and nonindigenous people and countering colonization's impact by recognizing indigenous knowledge and history. Indigenization benefits everyone, enhancing their understanding of the world and their place in it.
What is Curriculum Indigenization?
•The Philippines is basically a culturally diverse society. The Philippines is home to more than one hundred ethno-linguistic groups, each with distinctive way of life, beliefs, customs, and traditions. •Basic Education needs to be culturally responsive to the diversities while at the same time meeting the standards set by the national curriculum.
Why Curriculum Localization?
1. The society 2. The knowledge 3. The learner 4. The learning process
four main factors affecting the formulation of curriculum objectives
Reasons for Evaluation
• Strength and Weakness Analysis: Curriculum evaluation reveals the strengths and weaknesses of an existing curriculum, shaping future plans, designs, or implementations. • Mid-development Assessment: Evaluations conducted during curriculum development can gauge if the designed curriculum is on track to produce the desired results. • Standard Achievement: Evaluation checks whether the curriculum's results have met or surpassed the standards, denoting success. • Policy Recommendation: Evaluation insights aid educators, school managers, and curriculum specialists in recommending policies to enhance learning outcomes.
