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EDUC 90
| CURRICULUM | The heart of the teaching profession, as it guides what and how teachers teach. |
| CHED - Commission on Higher Education (CHED) | Oversees higher education in the Philippines |
| TESDA - Technical Educational and Skills Development Authority | Manages technical-vocational education and training programs |
| TESDA | Technical Educational and Skills Development Authority |
| CHED | Commission on Higher Education |
| 7 Types of Curriculum | Recommended Curriculum | Written Curriculum | Taught Curriculum | Supported Curriculum | Assessed Curriculum| Learned Curriculum | Hidden/Implicit Curriculum |
| Recommended Curriculum | Standards or guideline set by the educational agencies (DepED, CHED, TESDA) |
| Written Curriculum | Official documents such as syllabi, textbooks and instructional guides. |
| Taught Curriculum | The actual implementations of the written curriculum by teachers. |
| Supported Curriculum | Facilities, materials and resources that support teaching and learning |
| Assessed Curriculum | Learning evaluated through various assessments (as, of, for learning) |
| Learned Curriculum | What students actually internalize and understand |
| Hidden/Implicit Curriculum | Unplanned experiences like peer influence, school culture, and media that shape learner behavior. |
| 6 Curriculum Philosophies | Daniel Tanner | Pratt | Schubert | Hass | Goodland and Su | Cronbeth |
| Daniel Tanner, 1910 | Curriculum ensures continuous growth and development, both personal and social. |
| Pratt,1910 | Curriculum is a written document that systematically describes goals, content and evaluation. |
| Schubert, 1917 | Curriculum is influenced by culture and serves as a means for social reform. |
| Hass, 1917 | Curriculum includes all planned and unplanned student experiences. |
| Goodland and Su, 1992 | Curriculum should lead to positive behavioral change |
| Cronbeth, 1992 | Curriculum must focus on worthwhile and relevant knowledge, skills and values. |
| Traditional view | Focuses on structured content and subject matter mastery |
| Progressive view | Emphasizes experiential learning and student-centered activities |
| 7 Approaches to Curriculum | Curriculum a Content | Curriculum a Process | Curriculum a Product | Thematic Approach| Concept Approach | Modular Approach | Topical Approach |
| Curriculum as a content or body knowledge | Emphasizing subject matter Four ways of presenting: Topical, Concept, Thematic and Modular |
| Topical Approach | Centers lessons around specific topics |
| Concept Approach | Focuses on understanding key ideas or principles |
| Thematic Approach | Organizes learning around a central theme integrating multiple subjects. |
| Modular Approach | Uses self-contained learning modules. |
| Curriculum as Process | Focuses on learning experiences and methods |
| Curriculum as Product | Concerned with learning outcomes |
| Curriculum as Experience | Focuses on learners' lived experiences |
| 5 Curriculum Development Process/Phases | Planning | Designing | Implementing | Evaluating |
| Planning | Determining philosophy, mission and vision of the school |
| Designing | Structuring the content, methods and activities |
| Implementing | Putting the curriculum in action |
| Evaluating | Assessing effectiveness and making improvements. |
| Dynamic and continuous process | Curriculum is a .... involving modification and improvement |
| 5 Curriculum Models and Approaches | Tyler Model | Oliva Model | Saylor and Alexander Model | AIM Model | Macdonald Model |
| Ralph Tyler Model | Begins with objectives derived from students, society, subject matter, philosophy and psychology ends with evaluation |
| Oliva Model | Starts with philosophy and mission; includes community needs and continuous evaluation |
| Galen Saylor and William Alexander Model | Emphasizes evaluation to ensure ongoing effectiveness. |
| AIM Model | Simplifies curriculum as interaction among personalities and focuses on social relationships Objectives, Content, Materials, Teacher activities and Test activities |
| Macdonald Model | Views curriculum as interaction among personalities and focuses on social relationships. |
| Curriculum Alignment | Ensuring objectives, content and assessments are consistent. |
| Curriculum Mapping | A visual process of connecting learning outcomes, content and assessments. |
| SMART | Specific | Measurable | Attainable | Relevant | Time-bound |
| 11 Principle and Criteria for Curriculum Content | Continuity | Sequence | Articulation | Balance | Validity | Significance | Interest | Utility | Feasibility | Learnability | Up-to-date Knowledge. |
| Continuity | Vertical connection of topics across grade levels |
| Sequence | Logical order of learning experiences |
| Articulation | Smooth transition between grade levels |
| Balance | Equal emphasis across content areas |
| Validity | Content must be accurate and aligned with objectives |
| Significance | Content must contribute to learner developement |
| Interest | Content should motivate and engage learners |
| Utility | Content should be useful in real life |
| Feasibility | Content should be achievable with available time and resources |
| Learnability | Content must match the learner's ability level |
| Up-to-date Knowledge. | Curriculum should reflect current standards and trends |
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