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Role of Teachers in the Curriculum Process

by Stacy Zeiger

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[Curriculum Development] A Guide to Curriculum Development for Teachers

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While curriculum specialists, administrators and outside educational companies spend countless
hours developing curriculum, it is the teachers who know best what the curriculum should look
like. After all, they work directly with the students meant to benefit from the curriculum. In order
to create a strong curriculum, teachers must play an integral role in every step of the process.
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Planning
Teachers know their students' needs better than others involved in the curriculum process. While
state or federal standards often dictate the skills covered by the curriculum, a teacher can provide
insight into the types of materials, activities and specific skills that need to be included. Teachers
from multiple grade-levels may collaborate to identify skills students need at each level and
ensure that the curriculum adequately prepares students to advance to the next grade-level and to
meet the standards.

Creation
Because teachers must use the curriculum, they should have input in its creation. A teacher can
gauge whether an activity will fit into a specified time frame and whether it will engage students.
If multiple teachers will use the curriculum, allow as many of them as possible to provide input
during the creation stage. As teachers provide input, they will gain ownership in the final product
and feel more confident that the curriculum was created with their concerns and the needs of
their particular students in mind.

Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement effective
practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a
strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.

Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping a journal as they implement the curriculum, giving students
surveys and reviewing the results or analyzing assessment data and individual student
performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of new curriculum.
FACTORS CONSIDERED IN CURRICULUM DEVELOPMENT
Report by.
ROMEO PUNELAS, JR.
The following factors are considered in developing the curriculum:
The Teaching-Learning Process

Environment School Community

Soceital Needs
The teaching-earning process
THE TEACHING LEARNING PROCESS
The heart of education
The organization of the teacher, the learner, and the curriculum along with
the other variables in a systematic way to attain pre-determine goals.
THE TEACHING LEARNING PROCESS
THE ELEMENTS OF TEACHING LEARNING PROCESS:
The Teacher
The Learner
The Learning Situation
THE TEACHING LEARNING PROCESS
THE TEACHER
The one who helps the learners learn economically, efficiently and/or
effectively.
*The success of a learning situation depends on the large extent on the skillful
intervention of a professional person, the teacher.
THE TEACHING LEARNING PROCESS
THE TEACHER
In the teaching process, the teacher becomes a decision maker (Bilbao,
2008), following a series of actions: PLANNING, IMPLEMENTING, AND EVALUATING.
THE TEACHING LEARNING PROCESS
TEACHING PROCESS
Curriculum development
THE TEACHING LEARNING PROCESS
THE LEARNER

An individual who relatively permanent changes a behavior as a result

of experience
Curriculum development must prepare the learners to lead a balanced
life in the future by fulfilling roles of a professional person. It must aim the total
development of a learner
THE TEACHING LEARNING PROCESS
THE LEARNING SITUATION
The success of a learning situation depends on the large extent on the skilful
intervention of a professional person, the teacher.

THE TEACHING LEARNING PROCESS

Teaching and learning give life and meaning to curriculum. Each complement and
supplement each other. The value placed in teaching will reap the same value in
learning thus a good curriculum can be judged by the kind of teaching quality of
learning derived from it.
SOCEITAL NEEDS
SOCEITAL NEEDS
Societal needs are considered to be what the people who constitute the
population of a country need for their lives to be productive and happy in the local
context.
ENVIRONMENT SCHOOL COMMUNITY
ENVIRONMENT SCHOOL COMMUNITY
Consideration for the environment must of necessity influence curriculum design to
ensure the survival of future generations.
THANK YOU FOR LISTENING!
-MEO

Philosophical Foundation of the K+12 Curriculum

I remember the first question that popped from Dr. Ayuk Ayuks mouth in our Trends and Issues
in Education class more than a year ago was What is the philosophical basis of our current
curriculum today? Everybody froze, including me. Weve been studying philosophies of
education since the first time I stepped into the LDH rooms what are the foci of these
philosophies? What is the importance of each in the educational system? What is their

curriculum focus? What is their instructional objective? But I dont remember anybody asking
what our professor just asked.
So, what is the philosophical basis of our current curriculum today? I researched both from
books and from the internet about K-to-12s philosophical basis, and just like us more than a year
ago, articles focused much on the technicalities and the foreseen benefits of the program. It did
not originally interest me in any way, but now, through sharings from my classmates and with
guiding questions from Dr. Albert Lupisan that funnily leads us to answering our own questions;
I began to be curious about it.
The K to 12 programs goal according to DepEd is Functional Literacy for all Filipinos.
This curriculum is designed to develop learners of solid moral and spiritual grounds, of skills for
lifelong learning, of critical thinking and of creative problem solving so they can be progressive,
just and humane. With this goal and curriculum description, I believe that the K to 12 program
is founded on the Constructivist foundation, with mixed concepts of the progressivism and
reconstructionism. However, let me dwell on constructivism a little deeper.
The Influence of Philosophy to Curriculum

Educators, curriculum makers and teachers must have espoused a philosophy or philosophies
that are deemed necessary for planning, implementing, and evaluating a school curriculum. The
philosophy that they have embraced will help them define the purpose of the school, the
important subjects to be taught, the kind of learning students must have and how they can
acquire them, the instructional materials, methods and strategies to be used, and how students
will be evaluated.
Likewise, philosophy offers solutions to problems by helping the administrators, curriculum
planners, and teachers make sound decisions. A persons philosophy reflects his/her life
experiences, social and economic background, common beliefs, and education.
When John Dewey proposed that education is a way of life, his philosophy is realized when
put into practice. Now, particularly in the Philippines, Deweys philosophy served as anchor to
the countrys educational system.
The Sociological Foundation

- Issues from society including groups and institutions in the culture and their
contribution to education
- refers to issues from society that have an influence on curriculum.
There are many aspects of the society that need consideration in curriculum
making. These include:

Changes occurring in societal structures;

Transmission of culture;

social problems as issues for Curriculum and

Economics issues.

he Influence of Psychology to Curriculum

Curriculum is influenced by psychology. Psychology provides information about the teaching

and learning process. It also seeks answers as to how a curriculum be organized in order to
achieve students learning at the optimum level, and as to what amount of information they can
absorb in learning the various contents of the curriculum.
The following are some psychological theories in learning that influenced curriculum
development:
1. Behaviorism

Education in the 20th century was dominated by behaviorism. The mastery of the subject matter is
given more emphasis. So, learning is organized in a step-by-step process. The use of drills and
repetition are common.
For this reason, many educational psychologists viewed it mechanical and routine. Though many
are skeptical about this theory, we cant deny the fact the influences it had in our educational
system.
2. Cognitivism

Cognitive theorists focus on how individuals process information, monitor and manage their
thinking. The basic questions that cognitive psychologists zero in on are:

How do learners process and store information?

How do they retrieve data and generate conclusions?

How much information can they absorb?

With their beliefs, they promote the development of problem-solving and thinking skills and
popularize the use of reflective thinking, creative thinking, intuitive thinking, discovery learning,
among others.
3. Humanism

Humanism is taken from the theory of Gestalt, Abraham Maslows theory and Carl Rogers
theory. This group of psychologists is concerned with the development of human potential.

In this theory, curriculum is after the process, not the product; focuses on personal needs, not on
the subject matter; and clarifying psychological meanings and environmental situations. In short,
curriculum views founded on humanism posits that learners are human beings who are affected
by their biology, culture, and environment. They are neither machines nor animals.
A more advanced, more comprehensive curriculum that promotes human potential must be
crafted along this line. Teachers dont only educate the minds, but the hearts as well.
4. Sociology and Curriculum

There is a mutual and encompassing relationship between society and curriculum because the
school exists within the societal context. Though schools are formal institutions that educate the
people, there are other units of society that educate or influence the way people think, such as
families and friends as well as communities.
Since the society is dynamic, there are many developments which are difficult to cope with and
to adjust to. But the schools are made to address and understand the changes not only in ones
country but in the world as well.
Therefore, schools must be relevant by making its curriculum more innovative and
interdisciplinary. A curriculum that can address the diversities of global learners, the explosion of
knowledge through the internet, and the educational reforms and policies recommended or
mandated by the United Nations.
However, it is also imperative that a country must have maintained a curriculum that reflects and
preserves its culture and aspirations for national identity. No matter how far people go, it is the
countrys responsibility to ensure that the school serves its purpose of educating the citizenry.
Now, it is your time to reflect. Can you think of your experiences in which the major foundation
of curriculum can explain it?
Try to ask yourself the following questions:
1. Why should I take history, philosophy, psychology or even PE subjects in
college?
2. Why is it that there is K to 12 and the mother tongue-based curriculum being
implemented by the Department of Education?
3. Why is there institutional amalgamation?
4. Why is there One UP (One University of the Philippines) now in the
Philippines?

5. Why is there a need for a globalized higher education?

These questions imply that change will take place in the near future. So, brace yourself for the
many changes that will take place in education!
Child Centered Curriculum
History of Curriculum in the Philippines
Posted on May 14, 2011 by wreigh

CURRICULUM EVOLUTION DATES BACK TO PRE SPANISH EPOCH TO THE

PRESENT. IF YOU ARE TO COMMENT/CRITIQUE, WHICH OF THE PERIODS WOULD
GIVE MERITS OR FAVORABLE COMMENTS? WHICH OF THESE WOULD YOU LIKE
TO ERASE IN YOUR MEMORY? SUPPORT YOUR ANSWER.
THE RELIGIOUS, POLITICAL, ECONOMIC AND SOCIAL INFLUENCES AND
EVENTS THAT TOOK PLACE IN THE COUNTRY AFFECTED AND SOMETIMES
DICTATED THE KIND OF CURRICULUM DEVELOPED IN THAT PARTICULAR EPOCH
OF PHILIPPINE HISTORY. COLONIAL RULE IN THE COUNTRY TAILORED THE
CURRICULUM TO SERVE COLONIAL GOALS AND OBJECTIVES.
BEFORE THE COMING OF THE SPANIARDS THE FILIPINO POSSESSED A
CULTURE OF THEIR OWN. THEY HAD CONTACTS WITH OTHER FOREIGN PEOPLES
FROM ARABIA, INDIA, CHINA, INDO-CHINA AND BORNEO. THE DIARIES OF FR.
CHIRINO ATTEST TO THE HISTORICAL FACT THAT THE INHABITANTS WERE A
CIVILIZED PEOPLE, POSSESSING THEIR SYSTEM OF WRITING, LAWS AND MORAL
STANDARDS IN A WELL-ORGANIZED SYSTEM OF GOVERNMENT. THEY DID NOT
HAVE AN ORGANIZED SYSTEM OF EDUCATION AS WE HAVE NOW. THEY,
HOWEVER, POSSESSED THE KNOWLEDGE AS EXPRESSED IN THEIR WAYS OF LIFE
AND AS SHOWN IN THE RULE OF THE BARANGAY, THEIR CODE OF LAWS THE
CODE OF KALANTIAO AND MARAGTAS, THEIR BELIEF IN THE BATHALA, THE
SOLIDARITY OF THE FAMILY, THE MODESTY OF THE WOMEN, THE CHILDRENS
OBEDIENCE AND RESPECT FOR THEIR ELDERS, AND IN THE VALOR OF THE MEN.
DIFFERENT COLONIZERS BROUGHT DIFFERENT CULTURE AND
EDUCATIONAL CURRICULUM TO THE PHILIPPINES. THE SPANISH CURRICULUM
THEN CONSISTED OF THREE RS READING, WRITING AND RELIGION WAS
IMPOSED WITH THE CURRICULAR GOALS FOR THE ACCEPTANCE OF
CATHOLICISM AND THE ACCEPTANCE OF SPANISH RULE.
THE AMERICAN DEVISED CURRICULUM WAS ALSO DOMINATED WITH THE
MOTIVE OF CONQUERING THE FILIPINOS NOT ONLY PHYSICALLY BUT ALSO
INTELLECTUALLY.

JUST LIKE THE SPANIARDS AND THE AMERICANS, THE JAPANESE DEVISED A
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.
THE JAPANESE-DEVISED CURRICULUM CAUSED A BLACKOUT IN
PHILIPPINES EDUCATION AND IMPEDED THE EDUCATIONAL PROGRESS OF THE
FILIPINOS.
IN 1945, DURING THE LIBERATION PERIOD, STEPS WERE TAKEN TO IMPROVE THE
CURRICULUM EXISTING BEFORE THE WAR. FILIPINO EDUCATIONAL LEADERS,
SUCH AS CECILIO PUTONG, PRUDENCIO LANGCAUON, ESTEBAN ABADA, MARTIN
AGUILAR, VITALIANO BERNARDINO AND OTHERS TRIES TO DEVELOP A
CURRICULUM BASED ON THE CHARACTERISTICS AND NEEDS OF THE FILIPINO
CHILDREN AND ON THE NEEDS, PROBLEM, AND RESOURCES OF THE COMMUNITY.
HOWEVER, THEIR EFFORTS REMAINED IN THE IDEATIONAL STAGE. THE SCHOOL
CURRICULUM REMAINED BASICALLY THE SAME AS BEFORE AND WAS STILL
SUBJECT- CENTERED.
THE GRANTING OF INDEPENDENCE TO THE FILIPINOS LED TO SOME
EDUCATIONAL REFORMS IN THE CURRICULUM. GREAT EXPERIMENTS IN THE
COMMUNITY SCHOOL IDEA AND THE USE OF THE VERNACULAR IN THE FIRST
TWO GRADES OF THE PRIMARY SCHOOL AS A MEDIUM OF INSTRUCTION WERE
SOME OF THEM. SOME OF THE REFORMS WERE MERELY EXTENSIONS OF THE
EDUCATIONAL TRENDS IN PREVIOUS DECADES. OTHERS WERE IMPLEMENTED IN
RESPONSE TO CIRCUMSTANCES IN THE CULTURE. AND STILL OTHERS WERE
RESULTS OF RESEARCH AND EXPERIMENTATION IN THE EDUCATION AND
RELATED DISCIPLINES.
DURING THE NEW SOCIETY UNTIL TODAY, VAST CURRICULAR REFORMS
HAVE ALREADY BEEN ESTABLISHED. ALMOST ALL OF THE ASPECTS OF
EDUCATIONAL SYSTEM HAS BEEN COVERED FOR IMPROVEMENT IN THE
PRESIDENTIAL EDUCATION DECREE PASSED BY THEN PRESIDENT FERDINAND
MARCOS.
BECAUSE OF THE MANY CHANGES IN THE EDUCATIONAL CURRICULUM IN
THE NEW SOCIETY THAT BROUGHT IMPROVEMENT TO THE EDUCATIONAL
SYSTEM, OBVIOUSLY, THIS IS THE ERA THAT IM GOING TO GIVE MERIT.
ON THE OTHER HAND, THE JAPANESE- DEVISED CURRICULUM WAS NEVER
INTENDED TO HELP FILIPINOS PROGRESS BUT TO SERVE THEIR VESTED
INTEREST. THE FILIPINOS WERE DEPRIVED OF EVERYTHING DURING THIS ERA. I
HATE TO THINK THAT THIS HAPPENED TO OUR FOREFATHERS.
BY NATURE CURRICULUM IS DYNAMIC. HENCE IT MUST BE VIEWED AS
CHANGING AND DEVELOPING.

AS THE PHILIPPINES IS A COLONIAL COUNTRY, DIFFERENT CULTURES WERE

INFUSED INTO OUR EDUCATIONAL SYSTEM BROUGHT ABOUT BY OUR
COLONIZERS. COLONIAL RULE IN THE COUNTRY TAILORED THE CURRICULUM TO
SERVE COLONIAL GOALS AND OBJECTIVES. WE CAN DO NOTHING ABOUT IT SO
LETS FIND WAYS TO MAKE USE OF IT.

Legal Bases of Philippine Educational System

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MAJOR LEGAL BASES

The Philippine Constitutions
1. 1935 CONST. Article XIV Section 5
2. 1973 CONST. Article XV Section 8 (1-8)
3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)
Section 1. The state shall protect and promote the right of all the citizens to quality education at
all levels and shall take appropriate steps to make such education accessible to all.
Section 2. The state shall:
1. Establish, maintain and support a complete, adequate and integrated system of education
relevant to the needs of the people and society;

2. Establish and maintain s system of free public education in the elementary and high
school levels. Without limiting the natural rights of parents to rear their children,
elementary education is compulsory for all children of school age;
3. Establish and maintain a system of scholarship grants, student loan programs, subsidies
and other incentives which shall be available to deserving students in both public and
private schools, especially to the underprivileged;
4. Encourage non- formal, informal and indigenous learning system, as well as selflearning independent and out-of-school study programs particularly those that respond to
community needs; and
5. Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and skills.
Section 3.
1. All educational institutions shall include the study of the Constitution as part of the
curricula.
2. They shall inculcate patriotism and 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, develop moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge and promote efficiency.
3. At the option expressed in writing by the parent or guardians, religion shall be allowed to
be taught to their children or wards in the public elementary and high schools within the
regular class hours by instructors designated or approved by the religious authorities of
the religion to which the children or wards belong, additional cost to the Government.
COMMON BINDS
Hi, Aileen. Thanks for reading my article. As to your question, I think it is the
purpose that binds all. If the purpose of putting up a school, institute, or a university
is clear, then the owners, the school administrators or the governing body can
choose what kind of philosophical, psychological, sociological, historical bases they
must adopt including the legal bases and the emerging foundation which is based
on economy. Remember, a school cannot exist without espousing these major
foundations.

HI! It would be easier for me to answer you if I know your field of specialization or degree, so
that I can explain it well. Anyway, I will give you examples as to how a curriculum can be
developed using the four foundations. Lets simplify it. If you are doing it for a degree program
(macro level), It means that the subjects to be offered be related to the four foundations. For
example, students should have at least one subject under philosophy, history, psychology and

sociology as part of the basic subjects. However, it depends on your Curriculum Development
Committee guidelines, procedures, and policies. In some universities, the subjects are arranged
as: basic, major, cognates, and electives. So, in the basic subjects, you can think or choose a
particular subject under philosophy, and so on. Here are the specific examples (Philippine
setting):
Philosophy Introduction to Philosophy/ Philosophy and Logic
History History of the Philippines
Psychology Introduction to Psychology
Sociology Physical Education
You may also think of other subjects that are related to the program and to the need of the
students. In the Philippines, there is a Commission on Higher Education that set the minimum
standards. It prescribes what subjects to take and how many units be given per subject, per
semester, and the total units for the program. My only suggestion is to have at least one subject
as a representative of each major foundation. However, there are already reforms in the
educational system. The basic subjects are now placed in Grades 11 and 12, in the Philippines. I
hope I am able to answer your questions. God bless to your endeavour.

Role of Teachers in the Curriculum Process

by Stacy Zeiger

Related Articles

[Role] What Is the Role of Teachers in Education?

[Curriculum Development] A Guide to Curriculum Development for Teachers

[Remediation Teacher] The Duties of a Remediation Teacher

[Importance] Importance of Becoming a Teacher

[Cover Letters] Are Cover Letters Necessary?

While curriculum specialists, administrators and outside educational companies spend countless
hours developing curriculum, it is the teachers who know best what the curriculum should look
like. After all, they work directly with the students meant to benefit from the curriculum. In order
to create a strong curriculum, teachers must play an integral role in every step of the process.
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unzipper.com

Planning
Teachers know their students' needs better than others involved in the curriculum process. While
state or federal standards often dictate the skills covered by the curriculum, a teacher can provide
insight into the types of materials, activities and specific skills that need to be included. Teachers
from multiple grade-levels may collaborate to identify skills students need at each level and
ensure that the curriculum adequately prepares students to advance to the next grade-level and to
meet the standards.

Creation
Because teachers must use the curriculum, they should have input in its creation. A teacher can
gauge whether an activity will fit into a specified time frame and whether it will engage students.
If multiple teachers will use the curriculum, allow as many of them as possible to provide input
during the creation stage. As teachers provide input, they will gain ownership in the final product
and feel more confident that the curriculum was created with their concerns and the needs of
their particular students in mind.

Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan that has
taken so much time, careful planning and effort to create. When a teacher fails to properly
implement a strong curriculum, she risks not covering standards or failing to implement effective
practices in the classroom. That does not mean a teacher cannot make minor changes. In fact, a
strong curriculum is designed to allow a teacher to be flexible and to insert a few personalized
components or choose from among a selection of activities.

Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping a journal as they implement the curriculum, giving students
surveys and reviewing the results or analyzing assessment data and individual student

performance. Not only can reflection serve to improve a specific curriculum, it may guide the
creation of new curriculum.
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