Curriculum Development
Curriculum Development
Curriculum Development
CULU
M
DEVEL
OPME
NT
WITH
EMPH
ASIS IN
TM I
AND
TM II
1
Table of Contents
Module 1 Nature, Concept, and Purpose of Curriculum
Curriculum from different points of view 1
Major Concept and Types of curriculum 12
Major foundations of curriculum 20
2
Module 1
In this Module
Knowing the curriculum’s nature is an essential requirement for a future educator. This
module captures the concepts, types, components, and purpose of a curriculum. These lessons
would help learners build their understanding of what is the reality of the curriculum. Moreover,
this provides critical concepts to fully understand scholars' different perspectives and how their
views affect education today. Meanwhile, on the discussion about types and components,
mnemonics were provided so that you could remember it with ease. This module has also given
relevant samples for this topic to have comprehensive learning as you go with self-directed
instruction.
Are you all set and ready, then explore and learn the lesson now!
3
Lesson
1 Definition of the Curriculum
INTRODUCTION
Hi, students! The lesson I tackles about the definition of the curriculum, and this would
allow you 60 minutes to complete the activities and tasks. Before we start, I would like to share
some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the
instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter,
and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.
Sentence Completion
4
Analysis
Catriona said to Pia, I wanted to go to school because surely it will prepare me for the
future I have been dreaming. Pia then asked, don’t you think schooling is life itself? Like
schooling is a way of life. Catriona just laughed at her friend and said, you go to school. You
absorb the information given by the teacher; they give a lecture, and then your graded. When you
are given good grades, surely your smart, and that’s an edge in the future. Pia thought deeper and
said, my friend, let us agree to disagree. For me, schooling does not only measure what you have
in your brains that could have a quantitative description of how intelligent one could be. I believe
schooling means we learn out from what we had known, what we will learn, and how we
assimilate these lessons to real-life situations. Catriona then said, no matter what perspective we
have, let’s us agree, we will finish schooling, and we would be professionals soon.
Guide Questions:
1. Who is to be considered as traditional and who’s progressive?
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2. Do you think the ideas of Pia were realistic than that of Catriona’s?
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3. Do you also think that Catriona’s point is valuable in real life situations?
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Students, as you have observed you have been given activities above about curriculum.
To have an idea on its definition, points, and types. Please see below for the essential
information.
This table gives you information about the difference in points of curriculum based on the
traditional and progressive perspective.
6
B. PRESCRIPTIVE AND DESCRIPTIVE DEFINITIONS OF CURRICULUM
Author Definition
Hollis Composed of all the experiences children have under the guidance of
Caswell in teachers. . . . Thus, curriculum considered as a field of study represents
no strictly limited body of content, but rather a process or procedure.
Caswell & (pp. 66, 70)
Campbell
Ralph Tyler All the learning experiences planned and directed by the school to
attain its educational goals. (p. 79)
Robert A sequence of content units arranged in such a way that the learning of
Gagne each unit may be accomplished as a single act, provided the
capabilities described by specified prior units (in the sequence) have
already been mastered by the learner. (p. 23)
James All planned learning outcomes for which the school is responsible.
7
Popham & Curriculum refers to the desired consequences of instruction. (p. 48)
Eva Baker
Hollis All the experiences children have under the guidance of teachers.
Caswell &
Doak
Campbell
Thomas Those learnings each child selects, accepts, and incorporates into
Hopkins himself to act with, on, and upon, in subsequent experiences.
W. B. Ragan All experiences of the child for which the school accepts responsibility.
Glen Hass The set of actual experiences and perceptions of the experiences that
each
Daniel The reconstruction of knowledge and experience that enables the learner
Tanner &
to grow in exercising intelligent control of subsequent knowledge and
Laurel
Tanner experience.
D. F. Brown All student school experiences relating to the improvement of skills and
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working
E. Silva An emphasis on what students can do with knowledge, rather than what
units
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Points of View of Curriculum Practices
In your opinion, which definition is appropriate today? Why? Relate your answer on the
illustration given to you.
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CLOSURE
CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
Lesson
2 Major Conceptions of Curriculum
INTRODUCTION
The previous discussion had given you a different definition and perspective towards the
curriculum. Our lesson for this part would give you important information about the types of
curriculum, its components, and what is its purpose in the teaching-learning process. This
module is good for 60 minutes, and all activities should be successfully accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.
Poem Analysis
11
The Curriculum Types
By Princess Fe Caballes-Deliva
1. Based on the information above, do you think the curriculum has one sole purpose?
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2. If you say no, what do you think is its types? And how these types contribute to the
curriculum components?
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Analysis
A. Matching type. Match the terms on the images below. This activity is related to the types of
curriculum operating in the school. Write your answer on the space provided in each item.
A.
D
G
.
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B.
E
C.
F
.
B. Matching type. Match the questions to the components in the box presented, make sure that
the answer addressed each other correctly. Write the letter of the correct answer on the space
provided.
A. aims, goals and objectives B. subject matter/content
1. What is to be done?
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2. What is the subject matter to be included?
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3. What are the instructional strategies, resources, and activities that will be employed?
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4. What methods and instruments will be used to assess the results of the curriculum?
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This section will provide you a thorough discussion on the components, types, and
purpose of the curriculum. You will be provided with a mnemonic as a guide to remember the
key important terms with ease. Moreover, an exhibit will be given to you so that the pertinent
ideas would be organized and comprehensive.
CURRICULUM
Ex. The teacher made a lesson plan with 4 A’s format for the
lesson “Curriculum from Different Point of Views”.
Ex. Princess created a paper and pen assessment for her quiz
on the topic curriculum definitions.
15
Learned Curriculum What the students actually learn and what is measured.
Ex. Joanne got a 1.0 grade on her subject “The teacher and
the school curriculum”.
Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please answer these items with the learning you had from this
module. I am discouraging you to search the answers in the internet for this assessment is a test
of what you had learned.
I. Get a copy of one of the lesson plans you had already written on your past subjects. Read
every detail of the lesson plan and specifically look in the following;
1. What are the objectives of the lesson plan?
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2. What is the subject matter content?
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3. What strategies or method of teaching is utilized?
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4. What evaluation procedure is used?
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5. Do the four components fit or match with one another? Explain
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6. Can you consider a lesson plan as a curriculum? Why?
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II. Write specific examples (one per curriculum) of what you have observed on your
school. These examples should be those of the existing different curricula in the operation
of schools.
Recommended Curriculum
Written Curriculum
Taught Curriculum
Supported Curriculum
Assessed Curriculum
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Learned Curriculum
Hidden Curriculum
CLOSURE:
That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the
next lessons. You are now equipped with the essential knowledge of learning the basic of
curriculum.
CONGRATULATIONS!!!!!
You may now proceed to the next
lesson
Module Summary
The module was design to provide basic information on the major concepts of curriculum
as well as its nature. The activities, analysis, abstraction and application in the module were
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provided to deepen your understanding of what curriculum is all about and as well as its
importance in education.
Lesson Foundations of
3 Curriculum
“Education is what remains after one has forgotten
what was learned in school.” – Albert Einstein
Introduction
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discuss how concepts of learning curriculum foundations enable curriculum
workers (teachers, supervisors, curriculum developers) to perform educational
responsibilities;
explain how education evolved to meet the needs of the society;
apply the learning of concepts in the foundation of the curriculum in developing a
curriculum.
Introduction
Hello Students! I hope that you’ve done all your tasks in your Module 1 and enjoyed it as
well. This time we will have our Module 2 Lesson 1 which is about the Philosophical
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Foundations of the Curriculum and will discuss what their influences are in the current
curriculum.
1. Using the topic, you are going to write on post its or pieces of papers with a word
modifying or that would tell us something about the education in the Philippines. One
word for each paper.
2. Consolidate and paste the post its in one bond paper.
3. Out of the words in the post its, make one idea that would best describe the education
system in the Philippines.
4. Take a picture of the consolidated post its and also with the general idea that you have
made.
Analysis
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Philosophy deals with the larger aspects of life and the way we organize our thoughts and
interpret facts. It is an effort to understand life—its problems and issues in full perspective. It
involves questions and our own point of view as well as the views of others; it involves
searching for defined values and clarifying our beliefs.
MAJOR PHILOSOPHIES
Four major philosophies have influenced U.S. education: idealism, realism, pragmatism, and
existentialism. The first two philosophies are traditional; the last two are contemporary.
Idealism
Plato is often credited with formulating idealist philosophy, one of the oldest that exists. The
German philosopher Hegel presented a comprehensive view of the historical world based on
idealism.
To idealists, learning is a primarily intellectual process that involves recalling and working with
ideas; education is properly concerned with conceptual matters. The idealist educator prefers a
curriculum that relates ideas and concepts to one another. The curriculum is hierarchical; it
constitutes humankind’s cultural heritage and is based on learned disciplines, as exemplified by
the liberal arts curriculum. At the top of the hierarchy are the most abstract subjects: philosophy
and theology. Mathematics, too, is important because it cultivates abstract thinking. History and
literature rank high because they offer moral and cultural models. Language is also important
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because it enables communication and conceptual thought. Lower on the curricular ladder are the
sciences, which deal with particular cause-and-effect relationships.
Realism
Aristotle is often linked to the development of realism, another traditional school of thought.
Thomas Aquinas’s philosophy, which combined realism with Christian doctrine, developed an
offshoot of realism called Thomism, in which much of contemporary Catholic education is
rooted. Johann Pestalozzi’s instructional principles, which began with concrete objects and
ended with abstract concepts, were based on realism. Such modern educators as Harry Broudy
and John Wild are leading realists.11
Realists view the world in terms of objects and matter. People can come to know the world
through their senses and their reason. Everything is derived from nature and is subject to its laws.
Human behavior is rational when it conforms to nature’s laws and when it is governed by
physical and social laws.
Like idealists, realists stress a curriculum comprising separate content areas, such as his- tory and
zoology. Also like idealists, realists rank the most general and abstract subjects at the top of the
curricular hierarchy. Lessons that cultivate logic and abstract thought are stressed. The three R’s
are basic to education.12 Whereas idealists consider the classics ideal subject matter because
they convey enduring moral truths, realists value the sciences as much as the arts.
Pragmatism
To pragmatists, teaching should focus on critical thinking. Teaching is more exploratory than
explanatory. The method is more important than the subject matter. The ideal teaching method is
concerned not so much with teaching the learner what to think as with teaching the learner to
critically think. Questions such as “Why?” “How come?” and “What if?” are much more
important than “What?” “Who?” or “When?”
The great educational pragmatist was Dewey, who viewed education as a process for improving
the human condition. Dewey saw schools as specialized environments within the larger social
environment. Ideally, curriculum was based on a child’s experiences and interests and pre- pared
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the child for life’s affairs.14 The subject matter was interdisciplinary. Dewey emphasized
problem solving and the scientific method.
Existentialism
Whereas pragmatism is mainly a U.S. philosophy that evolved just prior to 1900, existentialism
is mainly a European philosophy that originated earlier but became popular after World War II.
In U.S. education, Maxine Greene, George Kneller, and Van Cleve Morris are well-known
existentialists who stress individualism and personal self-fulfillment.15
According to existentialist philosophy, people continually make choices and thereby define
themselves. We are what we choose to be; in doing so, we make our own essence, or self-
identity. Hence, the essence we create is a product of our choices; this varies, of course, among
individuals. Existentialists advocate that students be free to choose how and what they study.
Critics argue that such free choice would be too unsystematic and laissez-faire, especially at the
elementary school level. Existentialists believe that the most important knowledge is knowledge
of the human condition. Education should develop consciousness of choices and their
significance.16 Existentialists reject the imposition of group norms, authority, and established
order. They recognize few standards, customs, or opinions as indisputable.
EDUCATIONAL PHILOSOPHIES
Perennialism
As a philosophy of education, perennialism relies on the past and stresses traditional values. It
emphasizes knowledge that has stood the test of time and cherished values of society. It is a plea
for the permanency of knowledge and values that have stood the test of time—an unchanging
view of human nature, truth, and virtue. Robert Hutchins, a longtime advocate of perennialism,
has noted that a person’s function is “the same in every society. . . . The aim of the educational
system is the same in every age and in every society where such a system can exist. That aim is
to improve people.”18
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For perennialists, human nature is constant. Humans have the ability to reason and to understand
nature’s universal truths. The goal of education is to develop a rational person and uncover
universal truths by developing students’ intellect and moral character.
Essentialism forms the basis of the subject matter. Hyman Rickover writes, “For all children, the
educational process must be one of collecting factual knowledge to the limit of their absorptive
capacity.”26 A curriculum that takes students’ interests or social issues into account is regarded
as wasteful, as are teaching methods that rely on psychological theories. Arthur Bestor declares,
“Concern with the personal problems of adolescents has grown so excessive as to push into the
background what should be the schools’ central concern, the intellectual development of its
students.”27 The school is viewed as sidetracked when it focuses on students’ social and
psychological problems rather than on cognition. (Most current task force reports on academic
excellence, incidentally, agree with this assessment.) Discipline, training, homework, and serious
study are emphasized. According to Rickover, “The student must be made to work hard, and
nothing can really make it fun.”28
The role of the essentialist teacher follows perennialist philosophy. The teacher is considered a
master of a particular subject and a model worthy of emulation. The teacher is responsible for the
class and decides on the curriculum with minimal student input. The teacher is respected as an
authority, exhibits high standards, and expects the same from students.
Progressivism
According to progressivist thought, these skills include problem-solving and scientific methods.
Schools should nurture cooperation and self-discipline and transmit the society’s culture.
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Because the reality is constantly changing, Dewey saw little need to focus on a fixed body of
knowledge. Progressivism emphasized how to think, not what to think. Traditional education,
with its “method of imposition from the side of the teacher and reception [and] absorption from
the side of the pupil,” Dewey wrote, “maybe compared to inscribing records upon a passive
phonographic disc to result in giving back what has been inscribed when the proper button is
pressed in recitation or examination.”42
Progressivists were united in opposing (1) authoritarian teaching, (2) overreliance on textbook
methods, (3) memorization of factual data by constant drill, (4) static aims and materials that fail
to take account of a changing world, (5) intimidation or corporal punishment as a form of
discipline, and (6) attempts to separate education from individual experiences and social reality.
However, according to Lawrence Cremin, the movement’s inability to reach a consensus on the
purpose of schooling, or even establish a set of pedagogical principles, led to its downfall.46
Progressivists rejected rote learning, lesson recitations, and textbook authority. They also
criticized conventional subject matter and experimented with other approaches to the curriculum.
Progressive education focused on the learner rather than the subject, emphasized activities and
experiences rather than verbal or mathematical skills, and encouraged cooperative group-
learning activities rather than competitive individual learning. Progressivism also cultivated a
cultural relativism that often clashed with traditional philosophy and values.
Reconstructionism
Reconstructionist philosophy is based on socialistic and utopian ideas of the late 19th and early
20th centuries, yet the Great Depression gave it new life. The progressive educational movement
was at the height of its popularity then, but a small group of progressive educators became
disillusioned with U.S. society and impatient for reform. Members of this group argued that
progressivism overemphasized child-centered education and mainly served the middle and upper
classes with its play theories and private schools. They advocated greater emphasis on society-
centered education that addressed the needs of all social classes.
1. In a short bond paper, write your name, section and course in the upper left corner of the
paper.
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2. From the 8 Philosophies, choose four (4) and draw an illustration that would best describe the
philosophy. You may use colored pens, pencils, crayons, and oil pastel.
3. In a separate bond paper, elaborate your drawing by using real life scenarios as examples of
the influences of the philosophies in the curriculum.
Closure
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Introduction
Welcome to Lesson 2 of Module 2, where you will learn more about the curriculum by
exploring its psychological foundations. You will dissect concepts on some relevant schools of
thought that you may have encountered previously in some of your subjects and discuss how
they contribute to the design, development, and delivery of the curriculum. You are expected to
do some activities that will help you organize ideas on the nature of the curriculum from a
psychological perspective. At the end of this lesson, have a glance at the learning outcomes and
evaluate if such are attained and mastered. So, without farther ado, let’s quench our thirst on this
discovery.
It’s time to reactivate what you have already known with this topic so far. So, let’s do a
word plus sentence factory. List 5 words that come to your mind when you hear the words
below. Write your responses in the corresponding boxes and use these words to make one
complete sentence. Don’t mind about the thought of the sentence as long as these words are
present in it. Game!
Behaviorism: _________________________________________________________
Cognitivism: __________________________________________________________
Humanism: ___________________________________________________________
Analysis
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Guide Questions:
Psychology is concerned with the question of how people learn, and curriculum
specialists ask how psychology can contribute to the design and delivery of curriculum. It is the
unifying element of the learning process; it forms the basis for the methods, materials, and
activities of learning, and it provides the impetus for many curriculum decisions.
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These are three classifications of major learning theories throughout history:
1. behaviorist or association theories - the oldest group, which deals with various aspects of
stimulus-response (S-R) and reinforcers;
2. cognitive information-processing theories - which view the learner in relation to the total
environment and consider the way the learner applies information; and
3. phenomenological and humanistic theories - which consider the whole child, including
their social, psychological, and cognitive development.
Under each group are specific learning theories that help lay foundation on understanding
curriculum.
Psychological Foundation
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Each learning theory is a cluster of fundamental concepts and principles developed by the
following proponents. Let’s review and discuss it in detail.
Person Contribution
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His work was on the development of the Theory of
Operant Conditioning.
The idea that behavior is determined or influenced by its
consequence.
Respondent vs. Operant behavior
– Respondent behavior is the elicited response tied to a
definite stimulus.
B.F. Skinner – Operant behavior emphasized the use of positive and
negative reinforcement
(1904-1990)
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– highly prescriptive and diagnostic,
– step by step,
– geared on structured learning methods.
Critics: too mechanical – over reliance on classical conditioning
Person Contribution
33
Proponent of Social Constructivism/Development
Cultural transmission and development
Children could, as a result of their interaction with
society, actually perform certain cognitive actions prior
to arriving at developmental stage.
Learning precedes development.
Key to learning:
Pedagogy creates learning processes that lead to
Lev Vygotsky development.
Child is an active agent in his or her educational
(1896-1980) processes
Howard Gardener
(1943-present)
Person Contribution
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Advanced the Self Actualization Theory and classic
theory of human needs.
he put importance to human emotions based on love and
trust.
Keys to Learning
Produce a healthy and happy learner who can
accomplish, grow, and actualize his or her human self.
Observed humans are striving to control behavior and
gratify themselves.
Abraham Maslow When lower needs are satisfied, they will be more
motivated to go higher level.
(1908-1970)
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Gestalt Theory
Learning is explained in terms of “wholeness” of the
problem
Human beings do not respond to isolated stimuli but to
an organization or pattern of stimuli
Learning is complex and abstract.
Gestalt Learners analyze the problem, discriminate between
essential and nonessential data, and perceive
relationships.
Learners will perceive something in relation to the whole.
What/how they perceive is related to their previous
experiences.
A. Fill Me
Now that you already know about the three major classifications of learning theories
that make up the psychological foundation of curriculum, list the proponents with their
respective learning theories and cite their influence in designing, developing or implementing
the curriculum. You may use characters on situations/scenarios that demonstrate such
influence. Write your responses inside the box. The first item is already given to you as an
example.
Proponent Situation/Scenario
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Teacher Anna makes sure to include ample drills, worksheets
Edward Thorndike and exercises in her lesson plan for she believes that transfer
“Law of Exercise” of learning is effective if there is an opportunity for repetition
and review of facts, concepts and principles.
Person Contribution
Person Contribution
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Closure
Always note that, in general, learning can be examined in terms of three major theories:
behaviorism, cognitive development, and phenomenology/humanism. We believe that change is occurring
within the three major camps in psychology. In behaviorism, learning tends to focus on conditioning or
modifying behavior through reinforcement and rewards. In cognitive psychology, the learning process
focuses on student’s developmental stages, multiple forms of intelligence, problem solving, critical
thinking, and creativity. In phenomenology and humanism, learning deals with the learner’s needs,
attitudes, and feelings. These are the building blocks that shape and influence the thinking of those
responsible for curriculum development and delivery.
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Welcome to Lesson 3 of Module 2, which will tour you around on the historical
foundations of curriculum and how various social factors influence its development, design, and
implementation. You are expected to list persons who contributed greatly to curriculum
development and explain how education evolved to meet the needs of the society. It’s nice for
you to begin the lesson by reactivating your prior understanding of this topic. Enjoy the activities
that are designed for you to organize your thought on this lesson. As a rule of thumb, have a
review on the objectives at the end of the lesson and self-assess if these targets are met.
Unscramble Me in a
Crossword Puzzle
Fill the vertical and horizontal blocks of the puzzle with list of words that you will see
below. Unscramble the letters before filling it in the boxes. These will serve as your hints and
clues to unravel the words. Let’s go
ACROSS DOWN
1. Csolho 2. Horytis
4. Ienepecerx 3. Edsne
7. Scyieto 5. Ipylophhso
8. Stinructoin
10. Lopeved 6. Ieresntt
11. Tilineme 9. Cuirumculr
Analysis 12. Rleconefti
Guide Questions:
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4. How important is it to be acquainted with the historical background of curriculum?
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5. How will it influence decision-making of stakeholders on the curriculum?
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Curriculum specialists also seek to answer where the curriculum is coming from. The
table below will show us its chronological development. It is believed that curriculum
development started when Franklin Bobbit (1876-1956) wrote the book “The Curriculum”. Here
are the theorists among the many that have made a great contribution to its development.
HISTORICAL FOUNDATION OF CURRICULUM
Person Contribution
Purpose:
Started the curriculum development movement
Curriculum as a science
Curriculum focuses on student’s needs
Curriculum prepare students for adult life
Clarify objectives
Principles:
Franklin Bobbit Grouping and sequencing objectives with corresponding
activities
(1876-1956) Clarifying instructional specifications and tasks
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Purpose
Like Bobbit, curriculum as a science and emphasis on
students’ needs (and needs assessments)
Bringing theory and practice in curriculum
Principles:
Curriculum process, described as job analysis
Werret Charters Listing objectives and corresponding activities
Verification of objectives through evaluation.
(1875-1952)
Purpose
School as a social and community experience
Curriculum is child centered purposeful activities
Child-centered curriculum, child development/growth
Principles
Project method, a blend of behaviorism & progressivism
Teacher and student planning, and emphasis on student
planning
Emphasis on pedagogy or instructional activities: creative
William Kilpatrick projects, social relationships, and small-group instruction
(1871-1965)
Purpose
Education in context with society
Child-centered curriculum that focuses on whole child
Curriculum specialist as an engineer
Principles
Statement of objectives, related learning experiences, and
outcomes
Teachers coordinate instructional activities to implement
Harold Rugg curriculum
(1886-1960)
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Purpose
Relationship of three major components: curriculum,
instruction, and learning
Focus on student needs and interests and organized
around social functions (themes), organized knowledge,
and learner’s interests
Principles
Curriculum as a set of experiences
Curriculum guides as a source of teacher planning
Hollis Caswell Teachers coordinate instructional activities to implement
curriculum
(1901-1989)
Purpose
Curriculum as a science and extension of school’s
philosophy
Clarify purposes (objectives) by studies of learners
Student needs and interests
Relationship between curriculum and instruction
Principles
Curriculum as a rational process
Ralph W. Tyler Using objectives to select and organize learning
experiences
(1902-1994) Using evaluation to determine outcomes (whether
objectives have been achieved)
Vertical and horizontal relationship of curriculum
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Purpose
Curriculum organized around needs of society and
students
Wide range of purposes, including cognitive, social,
civic, vocational, aesthetic, and moral
Realistic reform policies and programs
Principles
John Goodlad Reduce student conformity in classroom
Constant need for school improvement
(1920-2014) School reforms frequently come and go and add costs to
the system; teacher input is preferred.
Standards and high-stakes tests currently drive school
reform.
Purpose
Education as a means of shaping the person and society
through critical reflection and “conscientization”
Principles
Teachers use questioning and problem-posing approach
to raise students’ consciousness; understanding the
Paulo Friere
hidden curriculum to raise awareness of social justice.
(1921-1997)
Principles
Curriculum as a conversation that involves multiple
disciplines.
(1947-present)
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Social Foundations
It is also indispensable to consider the social background of curriculum. The relationship
of social factors such as schools and society influences curriculum decisions. Hence, curriculum
workers must consider and use social foundations to plan and develop curricula.
Person Contribution
A. Story Telling
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Make a short story and timeline on how the curriculum developed from a historical and
social point of view. Use the theorists you have learned in this lesson as the characters and
their contributions as the flesh of the story. It needs not to be lengthy, but just a summary of
what you have known so far with this lesson. You’re free to decide on its title and style.
Write also a brief reflection on its importance to you as a curriculum worker. Happy writing!
B. Today I learned that
________________________________________________________________________
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________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
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Closure
Well done! That’s it for the historical and social foundations of curriculum. It is expected
that you gained insights and ideas on this lesson. Remember that from the beginning, the
curriculum has been a dynamic and evolving subject matter. Many theorists have
contributed to this educational area. Its movement was started by Franklin Bobbit when
he first wrote the book “The Curriculum.” Social factors have also shaped how it is now
and influence curriculum decisions. You are now ready for the next topic. But before
that, self-evaluate if the objectives have been met.
CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.
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Legal Foundations of Curriculum
Introduction
You are now in lesson 4 of module 2! This last lesson will introduce to you what are the
legal bases of the curriculum in the Philippines. Some parts of the provisions will also be
discussed. At the end of the day, you will identify the significant changes in the legal bases of the
curriculum. Enjoy and keep reading!
Direction:
Discuss briefly the latest news on education that you have heard in the television and radio by
answering the questions in the analysis.
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Analysis
Guide Questions:
Legality would mean deriving from or founded on law. The following are the
major laws in which the Philippines is basing its education system and Philippine
educational practices and other legal bases of education
1. 1987 CONSTITUTION
ARTICLE XIV: Education, Science and Technology, Arts, Culture and Sports
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Quality education accessible to all. (Section 1)
Complete, adequate, and integrated relevant education. (2.1.)
Free public education in the elementary and high school level. (2.2.)
Scholarship grants, loans, subsidies and other incentives to deserving students in both
private and public schools. (2.3.)
Non-formal, formal, and indigenous learning systems. (2.4)
Vocational training to adults, disabled and out of school youth. (2.5)
Study of the constitution. (3.1)
Study of values. (3.2.)
e.g. patriotism, nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country,
teach the rights and duties of citizenship, strengthen ethical and spiritual values, etc.
Optional religious instruction in public schools. (3.3.)
Supervision and regulation of all schools. (3.4.)
Control and administration of schools by Filipinos. (3.5)
Exemption from taxes and duties. (3.6.)
Academic freedom in institutions in higher learning. (5.2,3,4.)
Assigning highest budget priority to education. (5.5.)
National language is Filipino. (6.1.)
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g. Assistance and incentives.
Working arrangements.
Financing the whole educational system.
2. Train the nation’s manpower in the middle – level skills required for national
development.
3. Develop the profession that will provide leadership for the nation in the advancement
of knowledge for improving the quality of human life, and
4. Respond effectively to changing needs and conditions of the nations through a system
educational planning and evaluation.
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Module 2
In this Module
As future educator we should know about labor market information. This module will
help learners understand what is labor market information and its paradigm and will also include
the TVET sector knowledge. These lessons would assist learners build their own understanding
of how does Labor Market Information affects their lives in the near future as teachers.
Moreover, this provides key concepts to fully understand scholars' different perspectives and
how their views affect Labor Market Information today. Meanwhile, on the discussion about
types and components, mnemonics were provided so that you would be able to remember it with
ease. This module also has given relevant samples for this topic so you could have
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comprehensive learning as you go with self-directed instruction. Lastly, this module has been
arranged from activity, analysis, abstraction, and application.
Are you all set and ready, then explore and learn the lesson now!
Lesson
1 Labor Market Information
INTRODUCTION
Hi, students! The lesson I tackles about the definition of the labor-market information,
and this would allow you 60 minutes to complete the activities and tasks. Before we start, I
would like to share some rules as a guide during the process of learning and teaching;
1. Read the given information carefully for you to be able to answer the prepared tasks correctly.
2. Make sure to finish the tasks and activities based on the time allotted.
3. Erasures are discouraged, especially on the assessment part.
4. Answer honestly your assessment. Kindly, make use of the information provided, if the
instruction tells you to answer it based on your understanding; please do so.
5. Do not attempt to copy and paste answers coming from the internet. Your honesty will matter,
and surely your teacher will be able to know it.
6. The Point system for your tasks is provided on every given instruction.
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Four Word Splash
In your own understanding write four words that best describes labor-market information for you.
LABOR MARKET
INFORMATION
Analysis
c.
a. How did you choose the words in describing labor market information?
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_____________________________________________________________________
_____________________________________________________________________
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_ _________________________
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__________________________
Students, as you have observed you have been given activities above about labor-market
information. To have an idea on its definition, points, and types. Please see below for the
essential information.
The LMI is very helpful for people who are looking at getting a job that is sustainable. A worker
who looks at the LMI enjoys a higher chance of getting recruited because he or she knows what
industries or jobs are exactly looking for.
In summary, LMI helps a worker identify the demands of the labor market and helps him be
equipped with the right qualifications.
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Linking technical and vocational education with industry is an important innovation that must be
undertaken in order to bring about a proper match between technical and vocational education
and the needs of the industry.
Crucial to TESDA's role as the TVET authority in the country is its capacity to steer and provide
guidance to the sector. Through the DOLE, POEA, BLE and the Industry Chambers, TESDA is
in the best position to provide information on local and global labor market demands as signals
for the TVET sector.
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takes care of tertiary education statistics.
These include data on higher education
Commission on Higher Education (CHED);
institutions, enrolment/ graduates in various
courses and even available scholarships.
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governance, and the economy. It maintains
the stock of Filipino licensed professionals in
various fields of endeavor.
a. Employment Programs. Employment programs provide or promote employment opportunities for its
clients. The main employment programs in the Philippines are the following:
1.The Special Programs for Employment of Students (SPES) administered by the Department of Labor
and Employment (DOLE) provides poor students with financial assistance through internships with
LGUs and private sector employers with the aim of keeping them in high school or college. Both the
LGU and employer contribute funding to the program in the ratio of 40:60. Initially, financial
assistance was provided through a voucher that contributed to payment of tuition. Administrative
problems with the voucher system led to amendments to the SPE9S law in 2015, replacing the voucher
with a wage subsidy to the beneficiary. From 2010 to 2013, the SPES had assisted 493,742 poor
students, of which 42.5% were women. ADB impact evaluation shows that the SPES program provides
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a net economic benefit at a program retention rate of 60.0%, meaning if at least 60% of benificiaries
complete school.
JobStart Philippines Program (JSP) administered by DOLE through the LGUs (PESOs) provides a full
set of remedial services to out-of-school youth to assist them become job ready. These services include
career guidance, 10-day life skills training, technical training up to 3 months and internships with pre-
qualified private sector employers, also up to 3 months. The program provides grants to employers to
cover the cost of technical training and administrative costs. Employers pay at least 75% of the
minimum wage during the 3 month internship. JSP was institutionalized through legislation enacted in
June 2016 and DOLE is currently rolling out the program nationally. DOLE targets over 50,000 youth
going through the program from 2016 to 2020, and thereafter 30,000 youth going through the program
annually
Job-Bridging Internship Program (JBIP) administered by the Technical Education and Skills
Development Authority (TESDA) aims to provide assistance to both overseas and locally displaced
workers, their dependents and other job seekers for skills training and employment through internships.
Approximately 50,000 persons have gone through the program of which about 20,000 found
employment since the program began in 2009.
Job-Bridging Internship Program (JBIP) administered by the Technical Education and Skills
Development Authority (TESDA) aims to provide assistance to both overseas and locally displaced
workers, their dependents and other job seekers for skills training and employment through internships.
Approximately 50,000 persons have gone through the program of which about 20,000 found
employment since the program began in 2009.
d. Job Search Assistance Programs. Three main services and programs are provided to jobseekers
with access to information on career development and vacancies.
Job Search Assistance Programs. Three main services and programs are provided to
jobseekers with access to information on career development and vacancies. DOLE’s labor
market information (LMI) program provides jobseekers with access to a national database on
job vacancies known as PhilJobsNet. In 2015, over x million views of PhilJobNets were made.
Other LMI programs include: (i) Career Guidance Advocacy Program (CGAP), also facilitated
through DOLE, where a network of career guidance advocates provide career guidance to
students in schools and colleges, and (ii) Labor and Employment Education Services (LEES) /
Labor Education for Graduating Students (LEGS), and the Proactive Skills Matching (SeekFind-Train)
system administered through TESDA. The TESDA programs provide labor market
information and career guidance to TVET graduates. A total of 33,000 college graduates were
provided with career guidance under the Proactive Skills Matching Program since it was
introduced in 1995. In 2015, budget allocations to these programs are estimated at P26.8
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million.
Skills Training Programs. Several agencies provide assistance to unemployed persons, displaced
workers, and disadvantaged groups for upgrading skills though scholarships from TESDA and CHED,
or placement in skills training programs operated by TESDA and other line ministries (Department of
Science and Technology and Department of Agriculture). The Social Security System (SSS) also
provides financial assistance to members and their children for skills training. TESDA administers the
Training for Work Scholarship Program (TWSP) which provides scholarships to out-of-school youth,
unemployed adults, and disadvantaged groups. A 3 total of 29,000 clients have been provided with
financial assistance under this prog
An important skills training program is the apprenticeship program, which provides a mix of
curriculum-based training and on-the-job training for the apprentice. Through the on-the-job training
component, apprentices are tightly linked to the labor market. Another similar program is the Dual
Training System (DTS) implemented by TESDA in partnership with enterprises mainly in the
manufacturing sector. The take up of apprenticeships have declined over time and in 2015 there were
only 28,000 new apprenticeships insufficient to meet needs of industry. Restrictions on apprenticeships
contributed to this decline. Restrictions include apprenticeship duration limited to six months,
inadequate off site technical training, lack of certification of apprenticeships, and limited involvement
of industry in the design of apprenticeship programs.
Livelihood programs. DOLE, the Department of Social Welfare and Development (DSWD), TESDA
and other agencies also provide funding for several livelihood programs focused on building skills for
self-employment and entrepreneurship for youth, unemployed adults, displaced families, and
disadvantaged groups with the aim of helping clients with skills to create income earning activities in
the informal sector. These programs include DOLE’s Integrated Livelihood and Emergency
Employment Program (DILEEP), DSWD’s Sustainable Livelihood Program (SLP), and National
Housing Authority (NHA) Livelihood and Affordability Enhancement Program (LEAP). DSWD’s SLP
is the largest benefiting 723,000 families from 2011 to 2015. Its 2016 budget allocation was P6.0
billion. In 2015, these programs are estimated to have benefited 1.0 million beneficiaries
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system which aims to fast-track jobseekers
search for jobs and employers search for
manpower. The clients of the system include:
You are given 60 minutes to answer this assessment. Your work will be graded base on the
rubric provided below. (15 points)
2. Identify the relevant labor market information and assessed based on needs by making a
collage.
The text and the illustrations are The text and the illustrations are clear and The text and the illustrations are
Appearance/
visually appealing, clear, and colorful. colorful. The collage is somehow adequate and clear. Organization needs
Neatness The collage is organized well. organized. improvement.
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Exceptional idea development with
Content Satisfactory idea development with some Unclear, incorrect, or limited idea
supporting details or correctly credited
Knowledge supporting details. development with lack of details.
if quoted.
Image Images are highly engaging for content Images are appropriate to content and Images detract from or are inappropriate
Communication and audience. audience. for content and audience.
All information are represented with All information are represented with minor Information s are missing from the book,
Factual
accurate information, interesting errors in information, undeveloped or information is largely incorrect, or
Information information, and relevant illustrations. information, or irrelevant illustrations. illustrations are not accurate.
CLOSURE
CONGRATULATIONS!!!!!
If you have reached this part my congratulations. I am
hoping that the concepts given to you will equip you on
your journey in leaning. May the important information
be part of how you understand of the vitality of the
curriculum’s existence. Next lesson, you will know the
curriculum’s types, components and purpose. Please turn
into the next page if you are already ready.
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Lesson
2 Labor –Market Paradigm
INTRODUCTION
The previous discussion had given you a different definition and perspective towards
Labor Market Information. Our lesson for this part would give you important information about
the Labor-Market Paradigm, its components, and what is its purpose in the teaching-learning
process. This module is good for 60 minutes, and all activities should be successfully
accomplished.
Furthermore, the same module-rules apply here the same as the ones indicated on Lesson I. I
hope you are ready so that we could start.
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This is Melissa, a 2nd year BTLEd student, she wants to know what she needs to accomplish in
the future in order to be in demand in the labor market as a teacher. Help her write the things she
needs to do. Write your answer in the box provided.
Analysis
A. Pie Chart.
Distinguish the 6 most common jobs/works available in your society. List it down by
using the pie chart, answer it from labor that has the most number of workers to the least
_______________
_______________
_______________
_______________
_______________
_______________
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From all the definition that have been stated above, we can conclude that Labor Market is the
place where the supply and the demand for jobs meet, with the workers or labor providing the
services that employers demand. The worker may be anyone who wishes to offer his services for
compensation while the employer may be a single entity or an organization that is in need of an
individual to do a specific job or to complete a task. The worker is then comparable to a seller
while the employer is the buyer
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C. The Labor Market in Macroeconomic and Microeconomic Theory
Before going deep what is labor market in Macroeconomic and Microeconomic Theory, let us
first define what is Macroeconomic and Microeconomic. How these two factors relate and how
they differs.
I. Macroeconomics VS Microeconomics
Economics is divided into two categories: microeconomics and macroeconomics.
Though these two branches of economics appear different, they are actually interdependent
and complement one another. Many overlapping issues exist between the two fields.
Macroeconomics looks
Microeconomics is the
at the decisions of
study of individuals
countries and
and business decisions
governments
According to macroeconomic theory, the fact that wage growth lags productivity growth
indicates that supply of labor has outpaced demand. When that happens, there is downward
pressure on wages, as workers compete for a scarce number of jobs and employers have their pick
of the labor force. Conversely, if demand outpaces supply, there is upward pressure on wages, as
workers have more bargaining power and are more likely to be able to switch to a higher paying job,
while employers must compete for scarce labor.
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wages increase. No workers will work voluntarily for nothing (unpaid interns are, in theory,
working to gain experience and increase their desirability to other employers), and more
people are willing to work for 20,000php per month than 7,000php per month..
Microeconomics involves several key principles, including (but not limited to):
Demand, Supply and Equilibrium: Prices are determined by the law of supply and demand. In
a perfectly competitive market, suppliers offer the same price demanded by consumers. This
creates economic equilibrium.
Production Theory: This principle is the study of how goods and services are created or
manufactured.
Costs of Production: According to this theory, the price of goods or services is determined by
the cost of the resources used during production.
Labor Economics: This principle looks at workers and employers, and tries to understand
patterns of wages, employment and income.
The rules in microeconomics flow from a set of compatible laws and theorems, rather than
beginning with empirical study.
D. Understanding Labor Market Analysis
Labor market analysis is an integral part of an organization’s recruitment process because it
not only helps it find the most qualified workers for the jobs that it offers but also ensures
that it provides a competitive compensation package to its workers. This is important in order
for an organization to be able to keep its competent workers and, thus, continue its
productivity.
Identifying the various labor markets for a given type of position. It involves looking at the
appropriate labor market based on a specific position.
Checking the market for salaries for a common position. The process involves checking similar
positions in the labor market in order to determine if an organization’s salary rates are at about
the same level
Determining market trends. This step answers questions as to how other organizations are
compensating their workers, including their pay practices.
Adjusting salary packages or structure of positions. After checking the salary rates of other
organizations and finding out if there is any need for adjustments, the department then makes
recommendations for such adjustments and restructuring of positions in the company.
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Making consultations with management. This process involves sitting down with management to
determine their workforce needs.
Students, I hope you have learned well the ideas given to you. This time we will be
assessing your knowledge. Please watch the link given below.
https://www.youtube.com/watch?v=jSDd6re92TY
I. After watching the video that has been given to you. Formulate a summary of what you
have understand in Labor Market Paradigm and state what is your answer to the question
what is the best way in order to have a successful Labor Market?
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II. Construct a modelling front page just like the example photo below. See yourself as you
after 5 years. In addition, also create a modelling front page of any member of your family
featuring their job.
CLOSURE:
That’s it for Lesson II, I hope you will continue your enthusiasm as you proceed to the
next lessons. You are now equipped with the essential knowledge of learning the basic of
curriculum.
CONGRATULATIONS!!!!!
You may now proceed to the next
lesson
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Module Summary
The module is designed to provide basic information on the paradigm of the labor market
and its components and elements. The activities, analysis, abstraction, and application in the
module provide to deepen your understanding of what curriculum is all about and its importance
in education.
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