basic tasks of curriculum development

1. A. Basic Tasks of Curriculum
Development
By: MYRA E.CARDONA

2. What is Curriculum Development?
CURRICULUM DEVELOPMENT is defined
as the process of selecting, organizing,
executing and evaluating learning
experiences on the basis of the needs,
abilities, and interests of learners and the
nature of the society or community.

3. Establishing the Philosophy
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM
AIMS OF
EDUCATION
Educate the
rational
person to
cultivate the
intellect
Promote
intellectual
growth of the
individual and
educate a
competent
person
Promote
democratic and
social living
Education for
change,
improve and
reconstruct
society

4. Establishing the Philosophy
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM
ROLE OF
EDUCATION
Teacher helps
think with
reasons, based
on Socratic
methods;
explicit or
deliberate
teacher of
values
The teacher is
the sole authority
in his or her field
of specialization
Knowledge leads
to growth and
development of
lifelong learners
who actively learn
by doing
Teachers act as
agent of change
and reform various
educational
projects including
research

5. Establishing the Philosophy
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM
FOCUS IN
THE
CURRICULUM
Classical
subjects,
literacy analysis
and curriculum
is constant
Essential skill of 3
R’s and essential
subjects of
English, Math
and Foreign
Language
Subjects are
interdisciplinary.
Integrative and
interactive. Focus
on students’
interest, human
problems and
affairs.
Present and future
trends and issues
of national and
international
interests.

6. Establishing the Philosophy
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIVISM
CURRICULUM
TRENDS
Use of great
books and
return to liberal
arts
Excellence in
education, back
to basics and
cultural literacy
School reforms,
relevant and
contextualized
curriculum,
humanistic
education
Equality of
educational
opportunities in
education. Access
to global
education

7. To offer an overview of the Resources of Infant
Educators (RIE) Philosophy, the cornerstones of
the practice are the following:
Respecting the Child
Fostering his/her independence
Allowing for natural gross motor development
Developing a reciprocal trusting relationship
Establishing the Philosophy

8. Curriculum Goals define in broad terms the
knowledge, skills, values, and attitudes that
curriculum planners believe will enable to
succeed.
The Goal should be consistent with the mission
of the school, and should encompass the
learning outcomes
Formulating goal relating to Goals
and Objectives of Curriculum

9. Objectives translate curriculum goals into
descriptions of performance, operationally
defined for use in curriculum development,
teaching, evaluation or individual students, and
program-level assessment.
Formulating goal relating to Goals
and Objectives of Curriculum

10. Because objectives emphasize what students
can actually do, they are frequently referred to
as “performance outcomes” or “behavioral
objectives”
Formulating goal relating to Goals
and Objectives of Curriculum

11. A needs assessment is a systematic approach to
studying the state of knowledge, ability,
interest, or attitude of a defined audience or
group involving a particular subject.
Needs Assessment

12. The first goal of needs assessment is to learn
what our audience already knows and thinks, so
that we can determine what educational
products and services are needed.
The Second goal is to understand what we can
do to make our educational products more
accessible, acceptable, and useful to our
clientele.
Needs Assessment

13. Needs Assessment, thoughtfully performed,
provides the following:
1. Impact. Insights about how education and
training can impact your audience.
2. Approaches. Knowledge about educational
approaches that may be most effective
Needs Assessment

14. 3. Awareness of existing programs and of gaps
in available training to enable efficient use of
resources
4. Outcomes. Information about the current
situation that can be used to document
outcomes.
Needs Assessment

15. 5. Demand. Knowledge about the potential
demand for future programs and products
6. Credibility. That the program is serving the
target audience, an important part of
communicating greater competence and
professionalism to funding authorities who
want to know a program or product’s impact.
Needs Assessment

16. 1. Write objectives: What is it that you want
to learn from the needs assessment?
2. Select audience: Who is the target
audience? Whose needs are you measuring,
and to whom will you give the required
information?
Six steps in conducting a needs assessment

17. 3. Collect Data: How will you collect data that
will tell you what you need to know? Will you
collect data directly from the target audience or
indirectly?
4. Select audience sample: How will you select
a sample of respondents who represent the
target audience?
Six steps in conducting a needs assessment

18. 5. Pick an instrument. What instrument and
techniques will you use to collect data?
6. Analyze data. How will you analyze the data
you collect?
Six steps in conducting a needs assessment

19. Formal and informal assessments provide
significant insights into students’ progress,
curriculum effectiveness and teaching
strategies.
Data for Instructional Planning

20. When discussing data, it is important to note
that schools gather several types of data as
guide to instructional planning.
Here are the following:
Data for Instructional Planning

21. 1. STANDARDIZE TESTS GAUGE OVERALL LEARNING AND
IDENTIFY KNOWLEDGE GAPS.
Data from standardized testing gives district leaders, school
administrators and teachers a global view of their students’
performance. This allows teachers to understand the major
gaps students might have in their learning before they’re in
front of the classroom.
Data for Instructional Planning

22. 2. INDIVIDUAL ASSESSEMENTS REVEAL EACH STUDENT’S NEEDS.
After reviewing standardized testing data, teachers are
encouraged to do individual assessments on their entering
students to confirm standardized findings and acknowledge
individual student needs. This data gives teachers
understanding of their students’ personalities and abilities,
and even insights into their learning styles.
Data for Instructional Planning

23. 3. SUMMATIVE ASSESSMENT CATCH LEARNING ROADBLOCKS
For teachers, the most frequently-used measure of student
learning is summative assessment grades on individual
assignments, essay and exams. It provides information
about classroom performance.
Data for Instructional Planning

24. 4. FORMATIVE ASSESSMENTS PROVIDE IMMEDIATE FEEDBACK ON
LESSON PLANS
Final and perhaps most important, data set for teachers is
collected through formative assessments. Information
gleaned from this process allows for quick modification to
the next class lesson plan and identifies learning gaps long
before they show up in a summative assessment or become
an issue in standardized testing.
Data for Instructional Planning

25.  Directors of the Curriculum
 Schools Division Superintendents
 Assistant Schools Division Superintendent
 Supervisors
 Principals
 Department Heads
 Teachers
 Students
 Parents and other Community Representatives
WHO SHOULD BE INVOLVED IN CURRICULUM
DEVELOPMENT?