1. By Mr. Antonio T. Delgado, BSE III
General De Jesus College

2.  Definition of Curriculum, revisited
 Curriculum Design, defined
 Types of Curriculum Design
 Elements of Curriculum Design
 Selection of Objectives
 Selection of Content
 Selection of Learning Experiences

3.  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 or in a less
formal setup ( Garcia, 2007).

4.  All the learning which is planned and
guided by the school, whether it is
carried on in groups or individually,
inside or outside the school.

5.  something's form and structure
(Microsoft® Encarta® 2009)
 way something is made
(Microsoft® Encarta® 2009)

6.  Refers to the structure or the
arrangement of the components or
elements of a curriculum

7.  may be broadly categorized into the
following major groups:
1. Traditional or subject centered
designs
2. Learner-centered designs
3. Problem-centered or society-
centered designs

8.  Are subject-centered
 The emphasis is on making the
learners absorb as much knowledge
as possible concerning a particular
course or broad field
 Are easy to develop and to implement
because highly-structured

9.  Criticized because they do not make
provisions for the differential needs
and interests of learners
 Most popular not only in the
Philippines but in most parts of the
world

10.  May be based on the anticipated
needs and interest of the learners
 Usually built upon normal activities
children engage in (i.e. playing,
storytelling, drawing)
 Content is not organized into subjects
(Math, Science, etc.) but into
courseworks (playing, storytelling)

11.  The three R’s are integrated into the
courseworks
 Criticized as neglecting the
intellectual development of learners

12.  Heavily loaded with societal
concerns, problems and issues
 May be aimed at making the
school, the teachers and the students
agents of social change

13.  What educational purposes should the
school seek to attain?
 What educational experience can be
provided that is likely to obtain the
purpose?
 How can these educational
experiences be effectively organized?
 How can we determine whether these
purposes are being attained?

14. 1. Aims and objectives
2. Content and learning experiences
3. Method and organization
4. Evaluation

16. TECHNICAL-SCIENTIFIC NON-SCIENTIFIC
 Emphasis on well-  Does not usually
formulated objectives proceed from
predetermined
objectives
 Interests, needs and
 These objectives are
concerns of learner
the bases for
are bases for
selection and
selection and
organization of
organization of
content and
content and
evaluation procedure.
evaluation of
learning.

17.  Based on desired outcomes of
teaching-learning process:
development of
knowledge, skills, values, attitudes
and habits

18. Philosophy – provides basis for general
theory of education and suggests its
goals
Aims – are considered as “orientations”
Goals – are specific statements used as
guidelines for achieving purposes
Objectives – may describe school-wide
outcomes or specific behaviors

20. The major educational philosophies are:
 Perennialism
 Essentialism
 Humanism/Progressivism
 Reconceptualism
 Reconstructionism

21.  Oldest and most traditional
 “perennial” means everlasting
 Education is viewed as the
transmission of the unchanging
knowledge of the universe
 Focus is on permanent studies which
are timeless (e.g.
philosophy, logic, etc.)

22.  Protest against perennialist thinking
 Education is viewed as human
development that starts from the
needs and interest of learners.
 Focuses more on the child than the
subject matter

23.  Related to progressivism
 Learner-centered, relevant and
humanistic education
 More emphasis on holistic,
transcendental, linguistic and artistic
aspects of the teaching-learning
process

24.  Surfaced in opposition to
progressivism
 Education is viewed as mastery of
essential skills.
 Focus is on the three R’s, English,
history and science.

25.  Criticized progressivists’ over-
emphasis on child-centered learning
 Is society-centered
 Asserts that the creation of a better
society is the ultimate purpose of
education
 Focus is alleviating discrimination and
poverty, school integration

26. Three Different Domains
 Cognitive
 Affective
 Psychomotor

27. LEVEL BEHAVIORAL TERMS
 Knowledge  define, describe, identify
 Comprehension  explain, paraphrase, infer
 Application  solve, predict, operate
 Analysis  differentiate, relate, select
 Synthesis  organize, create, develop
 Evaluation  appraise, criticize, judge

28. LEVEL BEHAVIORAL TERMS
 Receiving  listen, watch, observe
 Responding  answer, assist, comply
 Valuing  prefer, appreciate, justify
 Organization  adhere, defend, accept
 Characterization  display, influence, practice

29. CATEGORY THESE INCLUDE:
 Reflex movements  Segmental /inter reflex
 Fundamental  Walk, run, jump, push
movements
 Perceptual abilities  Visual, auditory, tactile
 Physical Abilities  Endurance, strength
 Skilled movements  Games, sports, dances
 Non-discussive  Posture, gesture
communication

30. IN FAVOR AGAINST
 Provide criteria for  Behavioral change
assessment cannot be equated with
 Facilitate learning
Denies the student of
communication of 
freedom of choice
intended outcomes
 Creativity and
 Measurable innovativeness can be
outcomes overlooked

31.  DepEd has come out in full support of
behavioral objectives for classroom
use.

32. Content can have different meanings:
 A list of subjects for a grade or year
level
 A discipline (i.e. science, math)
 A specific subject (e.g.
biology, physics)

33. Content has three components which
are considered in selection of content:
1. Knowledge
2. Process/skill
3. Affective

34. Concepts – regularities in objects of
events designated by labels
Ex: concept of water (liquid, colorless)
Principles – significant relationships
between and among concepts
Ex: Water boils at 100˚C

35. Theories – contain a set of logically
related principles that attempt to
explain a phenomenon
Ex: Theory of Relativity
Laws – theories that have wide
applicability and have been
continuously proven to hold true.
Ex: Laws of Motion

36. Mental processes – used in
handling, dealing with or transforming
information and concepts
Physical/manipulative processes – used
for moving and handling objects

37. Attitudes– have feeling and emotional
tones
Ex: openness, respect for others’
rights
Values – serve as basis for determining
when attitudes and behaviors are
appropriate and which are not.
Ex: truth, honesty, justice

38. Relevance – Content reflects the social,
cultural and technological realities of
the time
Balance – There is a balance between
the two polar goals of education: what
is constant and what is changing.
There should also be balance
between the three domains of
learning.

39. Validity – refers to accuracy or
inaccuracy of the content.
Content should also coincide with
the expressed aims of the curriculum.
Learnability – Content should be
selected in consideration with the
learners’ level of development.

40. Feasibility – This criterion considers:
• resources (human, physical and
financial)
• time allotment
• school calendar
• enabling legislation
• public support

41.  Instructional component of the
curriculum providing for the
interaction between teacher, student
and content
 These include:
 Teaching methods
 Learning activities

42. Appropriateness – Learning experiences
should be suitable to content,
objectives, domain, and learners’ level
of development.
Feasibility – feasible in terms of time,
qualification, experience of staff,
available resources, safety and legal
considerations

43. Variety – Different activities and
methods are required by different
disciplines and domains.
Optimal Value – Learning experiences
should encourage learners to continue
learning on their own.

44. Learning outcomes
•subject-centered
•learner centered
•social-centered
Skills Content Concepts
•cognitive Experiences •scope Experiences •concrete
•psychomotor •sequence •abstract
Experiences
Values and
Attitudes

45.  Curriculum Development: The
Philippine Experience.
 Garcia, Dolores (2007). Designing
Curriculum. Rex Book Store.
 Reyes, Flordeliza C. (2000).
Engineering the Curriculum. De La
Salle University Press.