University of Makati College of Arts, Science and Education Graduate School DEM 332

1. University of Makati College of Arts, Science and Education Graduate School DEM 332 Curriculum Development

2. THE NATURE AND SCOPE OFCURRICULUM DEVELOPMENT(PHILIPPINE CONTEXT) RYAN C. DE UNA DepEd Makati City

3. What is Curriculum Development? • It is defined as the process of selecting, organizing, executing, and evaluating learning experiences on the basis of the needs, abilities and interests of the learners and the nature of the society or community. • Refers to the sum of learning stated as educational ends, educational activities, school subjects and / or topics decided upon and provided within the framework of an educational institution

4. The Subsystems of Curriculum • The Formal Curriculum – refers to the school philosophy, aims and objectives, subjects, an activities • The Extra class or Curriculum Extension – which includes curricular activities like various student organizations, school newspaper, programs, school services including library, guidance center, health clinic, canteen, etc • The Hidden Curriculum – consists of policies, rules, and regulations, the school climate

5. TWO SCHOOLS OF THOUGHT PREDOMINATED THROUGHOUT THE HISTORY OF CURRICULUM DEVELOPMENT; • The Essentialist School • The Progressive School

6. The essentialist school • It considers the curriculum as something rigid consisting of discipline subjects. • It considers all learners as much as the same and it aims to fit the learner into the existing social order and thereby maintain the status quo., • Its major motivation is discipline and considers freedom as an outcome and not means of education.

7. The essentialist school • Its approach is authoritative and the teacher’s role is to assign lessons and recite recitations. • It is book-centered and the methods recommended are memory work, mastery of facts and skills, and development of abstract intelligence. • It has no interest in social action and life activities. • Its measurement of outcomes is standard tests based on subject matter mastery

8. The progressive school • It conceives of the curriculum as something flexible based on areas of interest. • It is learner-centered, having in mind that no two persons are alike. • Its factor of motivation is individual achievement believing that persons are naturally good. • The role of the teacher is to stimulate direct learning process.

9. The progressive school • It uses a life experience approach to fit the student for future social action. • Constant revision of aims and experimental techniques of learning and teaching are imperative in curriculum development in order to create independent thinking, initiative, self-reliance, individuality, self-expression and activity in the learner. • Its measurements outcome is now devices taking into consideration subject matter and personality values.

10. PHILOSOPHICAL-PSYCHOLOGICAL ORIENTATION OF CURRICULUM • Behavioral – Empiricist School : emphasizes the attainment of learning through the control of variables external to the individual • Humanist – phenomenological School: emphasizes the importance of the individual’s uniqueness and freedom of choice including the freedom to become and to actualize his potentialities • According to humanists; “Authentic education is not carried by “A” for “B”, or by “A” about “B”, but rather by “A” with “B” mediated by the world which impresses and challenges both parties, giving rise to views or opinions about it

11. Curriculum ApproachRalph Tyler Model: Four Basic Principle • Purposes of the school • Educational experiences related to the purpose • Organization of the experiences • Evaluation of the experiences

12. Hilda Taba : Grassroots Approach • Diagnosis of learners needs and expectations of the larger society. • Formulation of learning objectives. • Selection of the learning content. • Organization of learning content. • Selection of the learning experiences. • Organization of learning activities. • Determination of what to evaluate and the means of doing it.

13. Steps in Curriculum Development • Tyler’s Questions of Curriculum Development will provide 4 steps: • What educational purposes should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? • How can these educational experiences be effectively organized? • How can we determine whether these purposes are being attained?

14. Curriculum Development • Some curriculum experts like Tyler say that the steps are followed in a sequence or a straight line. • This model that assumes that curriculum decision making follows a straight line is called linear model

15. Curriculum Development

16. Curriculum Development • Other scholars argue that curriculum decision making is not a simple linear process that necessarily starts with aims. • One of them is Wheeler (1978) who believes that curriculum decision making can start from any point and can come back to any of the points e.g. like a cycle

17. Curriculum Development

18. Curriculum Development • Kerr (1968) also believes that curriculum process is a very complex set of activities and decisions and they interact a lot. • Changes made in content may necessitate changes in experiences, which may again bring about changes in evaluation etc.

19. Curriculum Development

20. Selection of Aims and Objectives • Every curriculum is aimed at developing in the learners certain competencies or abilities. The curriculum process must therefore clearly identify the aims that the curriculum is intended to achieve.

21. Selection of Aims and Objectives • Curriculum aims range from the very broad to the more specific. In fact, that is why we use the terms aims, goals and objectives to refer to them. Aims are broad statements which cover all of the experiences provided in the curriculum; goals are tied to specific subjects or group of contents within the curriculum; while objectives describe the more specific outcomes that can be attained as a result of lessons or instruction delivered at the classroom.

22. Factors in Selecting Aims • Analysis of our culture • The present status of the learner • The state of our knowledge of the subject matter or content • Relevance to school’s philosophy of education • Consistency with our theory of learning

23. Selection of learning experiences • Cumulation: even though experiences provided may be different, they should all lead to the attainment of the same goal; subsequent experiences should build on earlier ones; • Multiple Learning: a single learning experience may bring about multiple outcomes. Such learning experiences are important because of their multiple benefits.

24. Factors in Selecting Content • Validity • Significance • Utility • Interest • Learnability

25. CURRICULUM IN THE PHILIPPINES

26. Curriculum in the Philippines • Touched on the religion, economic, political, and social influences and events that took place in the country. • Colonial rules in the Philippines tailored the curriculum to serve colonial goals and objectives. • In the Philippines, the government through its education agencies, namely: DepEd, CHED, and TESDA, exercises close monitoring and supervision of the curriculums of schools at all educational levels

27. The Need for Curriculum Framework • What learning objectives should be included? • What will be the bases for the choice of objectives? • Will the choice be based on the learners’ needs and interests, or rather on the needs of the society? • Will the selection depend on tradition, the nature of knowledge, or the learners’ characteristics?

28. The Need for Curriculum Framework • What philosophical and psychological theories regarding the nature of learners as well as the learning process will underpin the organization of the content? • Will the choice of methodology be in line with accepted teaching-learning principles? • Will the evaluation procedure be able to measure the learning that is taking place?

29. The result of lack of Framework • Sari-sari (hodgepodge) • Pira-piraso (piecemal) • Tagpi-tagpi (patchwork) • Sabog (lack of focus) • Malabo (vague) • Lakasngkutob (gutfeel) • Hula-hula (hunches) • Gaya-gaya (patterned from an existing model) • Bahalana (by chance) • Patama-tama (non-deliberate)

30. The Areas of Concern • Cultural Values • Knowledge of Learner • Knowledge Of Teaching-Learning Theories and Principles • Body of Knowledge

31. HISTORICAL CONTEXT • Before 1521 – Education before the coming of the Spaniards • 1521-1896 –Education during the Spanish Regime • 1896 -1898 – Education during Philippine Revolution • 1899 – 1935 – Education during the American Occupation • 1935 – 1941 – Education during the Philippine Commonwealth

32. HISTORICAL CONTEXT • 1941 – 1944 – Education during the Japanese Occupation • 1945 – 1946 – Education after WWII • 1946 – present – Education under the Philippine Republic

33. Curriculum Development in the Philippines

34. The Pre-Spanish Curriculum • The Filipinos possessed a culture of their own. • They had contacts with other foreign peoples from Arabia, India, China, Indo-China and Borneo.

35. The Pre-Spanish Curriculum • “The inhabitants were a civilized people, possessing their systems of writing, laws and moral standards in a well-organized system of government. • As shown in the rule of the barangay, their code of laws-the Code of Kalantiao and Maragtas-their belief in the Bathala, and the solidarity of the family were obedience and respect had been practiced.

36. The Spanish-devised Curriculum • The Spanish missionaries aim to control of the Filipinos, body and soul. The curriculum then consisted of the three R’s- reading, writing and religion to attain goals were the acceptance of Catholicism and the acceptance of Spanish rule. • The schools were parochial or convent schools. The main reading materials were the cartilla, the caton and the catecismo. The method of instructions was mainly individual memorization.

37. The Curriculum During the Commonwealth • The period of the Commonwealth (1935-1946) may be considered as the period of expansion and reform in the Philippine curriculum. • The educational leaders expanded the curriculum by introducing course in farming, domestic science, etc. • Commonwealth Act 586, also known as Educational Act of 1940, reorganized the elementary school system. This measured ushered the beginning of the decline of the efficiency of elementary education

38. The Japanese-devised Curriculum • They devised the curriculum for the Filipino to suit their vested interest. • They introduced many changes in the curriculum by including Nippongo and abolishing English as a medium of instruction and as a subject. • All textbooks were censored and revised. It causes a blackout in Philippines education and impeded the educational progress of the Filipinos

39. The Liberation Period • In 1945, during the liberation period, steps were taken to improve the curriculum existing before the war. Some steps taken were to restore Grade VII, to abolish the double-single session and most especially, to adopt the modern trends in education taken from the United States. • The school curriculum remained basically the same as before and was still subject-centered.

40. The Curriculum During the Philippine Republic • Great experiments in the community school idea and the use vernacular in the first two grades of the primary schools as the medium of instruction were some of them. • An experiment worth mentioning that led to a change in the Philippine educational philosophy was that of school and community collaboration pioneered by Jose V. Aguilar.

41. The Curriculum During the Philippine Republic • It is a source of gratification also to note that our schools are increasingly using instructional materials that are Philippine-oriented. • This policy been formulated by our educational leaders, the most recent example of which being Department Memorandum No. 30, 1966.

42. The Curriculum During the Philippine Republic • This particular memorandum sets the order of priority in the purchase of books for use in our schools as follows: a. Books which are contributions to Philippine Literature. b. Books on character education and other library materials. c. Library equipment and permanent features.

43. Curriculum Approaches • 1. Technical – Scientific Approaches • 2. Behavioral-rational Approach • 3. System-managerial Approach • 4. Intellectual –Academic Approach • 5. Non-Technician / Non-Scientific Approach • 6. Humanistic – aesthetic Approach • 7. Re-conceptualist Approach • 8. Reconstructionism • 9. Eclectic Models

44. Curriculum Design • The Subject-Area Design • The Integrated Design • The Core-Curriculum Design • The Child-Centered Design • The Social Reconstruction Design • The De-schooling Design

45. DEFINITION OF EVALUATION • Curriculum evaluation is a systematic process of determining whether the curriculum as designed and implemented has produced or is producing the intended and desired results. • It is the means of determining whether the program is meeting its goals, that is whether the measures / outcomes for a given set of instructional inputs match the intended or pre-specified outcomes. (Tuckman, 1979)

46. Types of Evaluation • Humanistic approach – goal free • Scientific approach – purpose driven

47. Evaluation Studies in the Philippines • 1925 Monroe Survey • 1959 Swanson Survey • 1969 Presidential Commission to Survey Philippine Education (PCSPE) • 1976 Survey of Outcomes of Elementary Education (SOUTELE) • 1982 Household and School Matching Survey • 1991 Congressional Commission on Education (EDCOM) • 1991 National Evaluation and Impact Study of PRODED

48. CURRENT TRENDS AND ISSUES

49. BILINGUAL EDUCATION • Article 14, sect 7 of 1987 constitution – “for the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwise provided by law, English.” • DECS Order 52, s. 1987 – the policy of bilingual education aims to make every Filipino competent in both Filipino and English at the national level • DECS defines bilingual as “separate use of Filipino and English as media of instruction in specific subjects.”

50. Early Childhood Care and Development (ECCD) • Art 15, Sec 2, 1987 Phil. Cons. – recognizes the “right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development.” • UN Convention on the Rights of Child • Education for All (EFA) agenda of DECS, 1990 envisioned 90% in 2000 of early childhood care and development either home-based services or kindergarten / nursery classes