LUZVIMINDA M.

DAPPIE

1. How do the Philosophical, sociological, educational and historical foundations

of the curriculum influence its development?

Answer:

Philosophy plays a pivotal role in curriculum development. It help the institution in

determining and designing necessary plans, implementations and assessment of the
objectives in teaching.

Likewise, philosophy offers solutions to problems by helping the administrators,

curriculum planners, and teachers make sound decisions. A person’s philosophy
reflects his/her life experiences, social and economic background, common beliefs, and
education.

Philosophical foundation gives direction to the curriculum and provides framework for
planning, implementing and evaluating the curricula. It lays the strong foundation of any
curriculum. In essence, a philosophy of education influences, and to a large extent
determines, our educational decisions and alternatives. Those who are responsible for
curricular decisions, therefore, should be clear about what they believe. If we are
unclear and confusing. The four major philosophical positions that have influence
curriculum development include perennialism, essentialism, progressivism and
reconstructionism.

First is, Perennialism aims to educate the rational person and to cultivate the intellect.
Teachers help students think with reason. It emphasizes on classical objects such as
the use of great books and literary analysis.

Secondly, Essentialism which considers teachers as the sole authority in his/ her
subject area. It focus on developing essentials skills of 3Rs (writing, reading, and
arithmetic) and teach essential subjects since it aims to promote the intellectual growth
and educate the individual to become a competent person.

Thirdly, Progressivism which aims to promote democratic and social living. It

emphasizes that subjects are interdisciplinary, integrative and interactive and curriculum
focuses on student’s interest, human problems and affair and leads school reforms,
relevant and contextualize curriculum.
And lastly, is Reconstructionism which believes that education improves and
reconstructs society. Teachers act as agent of change. It focused on present and future
issues of national and international interest. Thus, there is equality of educational
opportunities in education and access to global education.

The second is Sociological foundation- Education takes place in the society. It must
be social in nature and develop democratic skills and values in students. It deals with
issues from society that have an influence on curriculum. Curriculum making should
consider many aspects of the society such as changing occurring in societal structures,
transmission of culture, social problems and issues for curriculum and economic issues
as well.

The aims of education on sociological basis is the development of social feelings

and qualities, improved vocational efficiency, use of leisure time and development of
healthy recreational pursuits, transmission of social heritage, and education for social
service, emotional integration , national unity and patriotism.

The destiny of the nation is shaped in the classroom by the teachers. Therefore,
it the role of the teacher to let students be exposed to the concept of freedom, dignity,
rights and duties so as to transmit the same to the younger generation. It is expected to
possess right attitude of social behaviour. While the school, on the other hand, reflect
the larger society outside its wall. It is the role of the school to balance, purify and
simplify the activities of the society in its environment.

Third is Historical foundation – Philippine education came from various foreign

influences. This can be traced back to our glorious history. Of all foreign educational
systems, Americans educational system has the great influence in our educational
system. Curriculum theorist such as Franklin Bobbit, Werret Charters, William
Kilpatrick, Harold Rugg, Hollis Caswell and Ralph Tyler gives their views on curriculm
from historical perspective.

 Franklin Bobbit- presented curriculum as a science that emphasizes on students’

need. Curriculum prepare students for adult life. To Bobbit, objectives with
corresponding activities should be grouped and sequenced. This can only be
done if instructional activities and tasks are clarified,
 Werret Charters- Like Bobbit, to Charters curriculum is a science. It give
emphasis on students’ need. The listing of objectiives and matching these with
corresponding activities ensures that the content of subject matter is related to
obejctives. The subject matter and the activities are planned by the teacher.
 William Kilpatrick- Curricula are purposeful activities which are child-centered.
The purpose of the curriculum is child development and growth.
  Harold Rugg- Consider curriculum as the developer of the whole child. It
produces outcomes and the teacher plans the curriculum in advance.
 Hollis Caswell- For Caswell, curriculum is a set of experiences. The subject
matter is developed around social functions and learner’s interest.
 Ralph Tyler- He focused on the students’ need and interest. Curriculum for him is
an extension of school’s philosophy. The subject matter is organized in terms of
knowledge,skills and values.

Fourth is foundation- Curriculum is anchored in four perspective.

 Behaviorism- Focuses on changes in individuals ‘observable behaviors- changes

in what people say or do. Psychologists such as Ivan Pavlov, Edward Thordike,
B.F. Skinner, Albert Bandura and Robert Gagne introduce various theorists
related to individual behaviour.
 Cognitivism- Psychologist focuses their attention on how individuals process
information and how they monitor and manage thinking. Cognitive theories of
learning focus on the mind or attempt to show how information is received,
assimilated, stores and recalled. Focus on how individuals process information
and how they monitor and manage thinking.
 Constructivism- A perspective of learning which focused on how students actively
create or construct knowledge out of experiences. A person learns by mentally
organizing and reorganizing new information or experiences.
 Humanism- Focused on how a learner approach learning through his feelings,
attitudes and emotions.

2. What are the four elements or components of the Curriculum, Discuss each
substantially.

Answer:

There are four elements and components of curriculums. The following are:

1. Curriculum Aims, Goals and Objectives- Focused on what is to be done. Capture

what are goals are to be achieved, the vision, the philosophy, the mission
statement and objectives. Governs by three domains which is the cognitive
(mental skills), affective (attitude or self) and psychomotor (manual or physical
skills).
 2. Curriculum Subject Matter/ Content- spells out what subject matter is to be
included. It is an element or a medium through which objectives are
accomplished. A collection of facts, concepts, generalization, principles and
theories. Its learning content includes areas in communication arts, mathematics,
science, social studies, music, physical education, and vocational education. To
thoroughly select the subject matter , the criteria must include self- sufficiency
where content have lesser effort but more result; significance in where content
will contribute to basic ideas, concepts and principles, and generalization to
achieve the goal of the curriculum; the subject matter must be authentic or valid;
capture the interest of the learner since learner is at the center of the curriculum;
utility speaks in the usefulness of the content; the subject matter should be within
the range of the experiences of the learners; and feasibility that the subject
matter must be learned within the time allowed, resources available, expertise
and the teacher and nature of leaners. The principles to follow in organizing the
learning contents are balance, articulation, sequence, integration and continuity.

3. Curriculum experiences- Instructional strategies and methods will link to

curriculum experiences, the core and heart of the curriculum. The instructional
strategies and methods will put into action the goals and use of the content in
order to produce an outcome. Whatever methods the teacher utilizes to
implement the curriculum, there will be some guide for the selection and use. It
could be the teaching method s that are means to achieve the end, teaching
methods should stimulate the leaner’s desire to develop the cognitive, affective,
psychomotor, social, and spiritual domain of the individual, every method should
lead to the development of learning outcomes in three domains, learning styles of
the students should be considered, and flexibility should be a consideration as
well in the use of teaching methods.

4. Curriculum Evaluation-To be effective, all curricula must have an element of

evaluation. Refers to the formal determination of the quality, effectiveness or
value of the program, process, product of the curriculum. According to Tuckman,
it is about meeting the goals and matching them with the intended outcomes.
Stufflebeam introduce CIPP model, it is the most widely used in evaluation. C is
for context ( environment of curriculum), I for input (ingredients of curriculum), P
means process (ways and means of implementing, and P for product
(accomplishment of goals).Regardless of the methods and materials evaluation
will utilize , a suggested plan of action for the process of curriculum evaluation.

3. Why is pilot testing an important phase in curriculum development?

Answer:

Pilot testing or field try-out is a development process that gives the signal as to
whether the particular curriculum can already be implemented with confidence. Its
process is important because it will gather empirical data to support whether the
material or curriculum is useful, relevant, reliable and valid. It also assures the teachers
and the schools that indeed curriculum materials are ready for printing and distribution
therefore to test the effectiveness and usability of the curriculum.

4. Name at least five (5) curriculum approach and discuss each.

Answer:

Various curriculum approaches facilitate differentiation by widening the options

available for students to learn and be assessed. With a variety of approaches, students
react with creativity, enthusiasm, and greater knowledge retention. Five of these
approaches include:

 Behavioral Approach- Begins with educational plans that start with the setting of
goals and objectives. Anchored on behaviourist principles which focus on
training people to develop skills. Everything the students do must be observable
as this is the evidence that the student has achieved the goals and objectives,
which are also based on observable behaviors. Its success indicator is the
change in behaviour of an individual.

 Managerial Approach- Transformation starts at the management level.

Curriculum managers are the initiator of change as they set the policies and
priorities, establish the direction of change and innovation, plan, and organize the
curriculum. Focus on administering resources and restructuring of schools to
make curriculum changes and innovations.

 Academic Approach- More focused on the structure of knowledge and

organization of subject matter into subjects. The training and development of the
mind is what is most important. Observable actions are not as significant in this
approach. It focused on training the mind to think.

 System Approach- The design and analysis of teaching/learning situations is the

basis of the great majority of modern educational technology-
related developments. It is a collection of interrelated parts that together
constitute a larger whole. This component parts or elements of the system are
 intimately linked with one another that affect the overall performance of the
system. For George Beauchmap, the administration, counselling, curriculum,
instruction, and evaluation should be in equal importance.

 Humanistic Approach- Gives emphasize on the whole person. Consider the need
of learners for self- reflectiveness and self- actualization. The

5. Why is evaluation an integral and vital component of curriculum development?

Answer:

Evaluation of curriculum is an integral and essential part of the whole process of

curriculum development. It is a continuous activity and not a "tail-end-process". It looks
into educational reform innovations that happen in the teacher’s classrooms, the school,
district, division or the whole educational system as well. It also determines the value of
the curriculum itself is the curriculum appropriate for the particular group of students
with whom it is being used? Are the instructional methods selected, the best choices in
the light of the objectives sought? Is the content the best that could be selected? Are
the materials recommended for instructional purpose appropriate and the best available
for the purpose envisaged? If curriculum is evaluated objectively, this brings good result
and achieves quality performance.

6. Discuss key concepts of curriculum dimension.

Answer:

Dimension of curriculum design provides clear relationship between and among

the different elements of the curriculum: objectives, contents, activities and evaluation.
The key concept of curriculum dimension includes:

 Scope- All the content, topics, learning experiences and organizing threads
comprising the educational plan. Refers to the coverage of the curriculum. The
breadth of curriculum content which covers all the domains (cognitive, affective
and psychomotor). The scope of the curriculum can be divided into chunks called
units, sub-units, chapters as the case may be. Each chunk is guided by the
general curriculum objectives or goals.

 Sequence- Contents and experiences are arranged in hierarchical manner,

where the basis can either be logic of the subject matter or on the developmental
 patterns of growth of the cognitive, affective, and psychomotor domain. It also
refers to the vertical relationship among elements or components to provide
continuous and cumulative learning. The four principles for sequence as
introduced by Smith, Stanley and Shore are simple to complex learning,
prerequisite learning, whole to part learning, and chronological learning.

 Continuity- Refers to the vertical repetition and recurring appearances of the

content provide opportunity in the curriculum. Gerome Bruner calls this as “spiral
curriculum” where the content is organized according to the interrelationship
between the structure of the basic ideas of a major discipline.

 Integration- The essence of integration is that “everything is integrated and

interconnected. Life is a series of emerging themes”. Organization is drawn from
the world themes from real life concerns. Subject matter content or disciplined
content lines are erased and isolation is eliminated.

 Articulation- Can be done either vertically or horizontally. In vertical articulation,

the contents are arranged from level to level or grade to grade so that the content
in a lower level is connected to the next level. Horizontal articulation on the other
hand happens at the same time like a subject matter in the same grade or level is
related.

 Balance- Equitable assignment of content , time, experiences and other

elements to establish balance is needed in curriculum design. Too much or too
little of these elements may be disastrous to the curriculum. Keeping the
curriculum in balance requires continuous fine tuning and review for its
effectiveness and relevance.

7. Enumerate 5 programs of DepEd and CHED which give more opportunities for
learning and describe each.

Answer:

 Alternative Learning System (ALS)- a parallel learning system that provides a

practical option to the existing formal instruction. When one does not have or
cannot access formal education in schools, ALS is an alternate or substitute. It
includes both the non- formal and informal sources of knowledge and skills.
There are two major programs on ALS that are being implemented by the
 Department of Education, through the Bureau of Alternative Learning System
(BALS). One is the Basic Literacy Program and the other is the Continuing
Education Program - Accreditation and Equivalency (A&E). Both programs are
modular and flexible. This means that learning can take place anytime and
anyplace, depending on the convenience and availability of the learners. ALS
Non-formal Education happens outside the classroom, community-based, usually
conducted at community learning centers, barangay multi-purpose hall, libraries
or at home, managed by ALS learning facilitators, such as mobile teachers,
district ALS Coordinators, instructional managers at an agreed schedule and
venue between the learners and facilitators.

 K to 12 Basic Education Program- The program covers Kindergarten and 12

years of basic education (six years of primary education, four years of Junior
High School, and two years of Senior High School [SHS]) to provide sufficient
time for mastery of concepts and skills, develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment,
and entrepreneurship. K to 12 Basic Education Program signaled the innovation
of the country’s education system to become learner-centered, inclusive, and
researched-based. The standards-based and competence-based curriculum
allows for culture-responsive, contextualized, and relevant learning that is
accessible for all.

 Special Education (SPED) program- provides a holistic approach in catering to

the needs of learners with various exceptionalities. This program ensures that
learners with exceptionalities will have access to quality education by giving them
their individual and unique learning needs. This initiative caters to learners with
visual impairment, hearing impairment, intellectual disability, learning disability,
autism spectrum disorder, communication disorder, physical disability, emotional
and behavioral disorder, multiple disabilities with visual impairment, and to those
who are orthopedically handicapped, chronically ill, and gifted and talented.

The instructional programs that the SPED teachers shall implement the following:

1. Self-contained/Special Class – a separate class for only one type of

exceptionality which serves moderate to severe types of disabilities;

2. Itinerant Teaching – a traveling teacher reaches out to children with special

needs in other schools or at home to provide direct and consultative
services;
 3. Resource Room – a designated place where the child with special needs
enrolled in the regular school program goes to in order to make use of the
specialized equipment, either in a tutorial situation or in a small group
session handled by a SPED teacher;

4. Pull-out – a kind of program where the child enrolled in the regular class
reports to the resource room for a period of time for special instructions by
the SPED teacher;

5. Integration/Mainstreaming – refers to the enrolment of a child with special

needs in a regular class with support services.

6. Inclusion – all children with disabilities, regardless of the nature and severity
of their disability and need for related services, receive their total
education within the regular education classroom

 Government Assistance to Students and Teachers in Private Education

(GASTPE)- A demonstration of the Government’s commitment to maintain the
viability of private education as a key partner in the delivery of quality basic
education. The program aimed to democratize and improve access to quality
secondary education through government extension of financial assistance to
deserving elementary school graduates who wish to pursue their secondary
education in private schools. It is geared towards reducing the class size to
manageable levels in public secondary schools, especially those experiencing
shortage of classrooms and teachers.

 Student Financial Assistance Programs (StuFAPs)- in consonance with the

mandate of the Commission on Higher Education (CHED) as provided for in
Article XIV, Section 1 of the Philippine Constitution “to protect and promote the
right of all citizens to quality education at all levels and shall take appropriate
steps to make such education accessible to all” and Article XIV, Section 2(3) “to
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” the Commission en Banc (CEB) approved the
Enhanced Guidelines for the Implementation of Student Financial Assistance
Programs (StuFAPs) effective AY 2014-2015, the CMO No. 13, s. 2014, by virtue
of Resolution No. 045-2015 and 148-2014 dated January 27, 2014 and March
10, 2014, respectively. The CHED continues to provide poor and deserving
Filipinos opportunities to quality higher education as articulated in its Long Term
Development Plan provisions for “Access and Equity” with the establishment and
maintenance of scholarship, grants-in-aid and loan programs.