FM-AA-CIA-15 Rev.

0 10-July-2020

Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

STUDY GUIDE FOR MODULE NO. 2

MODULE 2 Nature of the Curriculum

MODULE OVERVIEW

CHED Memorandum Order No. 75, s. 2017 on Subbject, Standards and Guidelines for BSEd.

According to Karen Schweitzer, “a curriculum design is a term used to describe the purposeful,
deliberate, and systematic organization of curriculum (instructional blocks) within a class or course”. It is
important for a teacher to have a guide with the specific learning purpose to make sure that students can
improve and achieve quality learning experiences.

The goal of our discussion is to provide comprehensive perspectives on the curriculum

design. The magnitude of the presentation is concentrated to the nature and definition of the curriculum
design. It is also included in our layout its models and principles which are equally of great deal and
value. It is a considerable importance in our presentation to recognize the significance of a curriculum
design in an educational setting. Curriculum design enhances critical and creative thinking of the
learners. For this reason, a thorough planning should be given an utmost attention to succeed in giving
quality education.

MODULE LEARNING OBJECTIVES

At the end of the presentation the class shall have:

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

1. Discussed the different curricular that exist in the schools.

2. Enhanced understanding of the role of the teacher as a curricularist.
3. Analyzed the significant of curriculum and curriculum development in the teacher’s classroom.
4. Described the foundations of curriculum development.
5. Explained how each foundation influences the curriculum development.

LEARNING CONTENTS

ACQUIRE: Acquisition of knowledge will occur from the discussion of the presenter through leaflets
presentation

Lecture 1 Curriculum in Schools

Lecture 2 The Teacher As A Curricularist
Lecture 3 The Teacher As A knower of Curriculum
Lecture 4 The Foundations of Curriculum

APPLY: CORRELATION TECHNIQUE

This activity will allow the class to relate the Curriculum and the Teacher
and the Foundations of Curriculum.
1. Use Math Graphic Organizer to present the various types of curricula in schools.
2. Present Tree Diagram Technique to illustrate the teacher as a curricularist.
3. Utilize the Semantic Memory that shows the 3 Ways of Approaching a Curriculum.
4. Use Semantic Map Template to present the Curriculum Development Process Models.
5. Have a Graphic Novel Template to identify curricularists/foundations of curriculum.

Foundations of Curriculum

Foundations are the forces that influence the minds of curriculum developers. In this way they affect the
content and structure of the curriculum. The five most important foundations of the curriculum are;
1. Philosophical foundation of Curriculum
2. Psychological foundations of Curriculum
3. Socio Cultural Foundation of Curriculum
4. Historical Foundations of Curriculum
5. Economical Foundations of Curriculum

Role of the History of curriculum in the development of curriculum

History of the curriculum plays a very important role in the development of the nation. It takes long and tedious
time to formulate a good curriculum which represents the need of the society and the experiences of the past.
The history of the curriculum tell the curriculum planner how to develop and modify the curriculum, what to
teach and what should be the core material of the subjects, what objectives they want to achieve through the
curriculum. History also tell them how the teacher should teach, what are the best practices they need to
incorporate in curriculum teaching and what kind of teaching need to be avoid.

Read more articles about Foundations of Curriculum

Psychological foundations of Curriculum

https://research-education-edu.blogspot.com/2020/01/psychological-foundations-of-curriculum.html
Philosophical foundation of Curriculum
https://research-education-edu.blogspot.com/2014/08/normal-0-false-false-false-en-us-x-none.html
Socio Cultural Foundation of Curriculum

PANGASINAN STATE UNIVERSITY 2

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

https://research-education-edu.blogspot.com/2020/01/socio-cultural-foundation-of-curriculum.html
Historical Foundations of Curriculum
https://research-education-edu.blogspot.com/2020/01/historical-foundations-of-curriculum.html
Economical Foundations of Curriculum
https://research-education-edu.blogspot.com/2020/01/economical-foundations-of-curriculum.html

LEARNING ACTIVITY 1

I. Elicit/Engage
1. Use Graphic Organizer to present the various types of curricula in schools.
(Recommended, Written, Taught, Supported, Assessed, Learned, Hidden/Implicit Curriculum)

2. Present Tree Diagram Technique on The Teacher as a Curricularist: (Knows the Curriculum, Writes the
Curriculum, Plans the Curriculum, Initiates the Curriculum, Innovates the Curriculum, Implements the
Curriculum, Evaluates the Curriculum)

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

3. Utilize the Semantic Memory on 3 Ways of Approaching a Curriculum (Curriculum as a Content or Body of
Knowledge, Curriculum as a Process, Curriculum as a Product)
Note: A suggested Semantic Memory will serve as a guide.

4. Use Semantic Map Template on Curriculum Development Process Models: (Ralph Tyler Model, Hilda Taba
Model, Galen Saylor and William Alexander Curriculum Model)

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

5. Use Novel Graphic Organizer Template presenting the compare and contrast chart on Foundations of
Curriculum Development infusing their biographies: (Philosophical, Historical, Psychological, Social
Foundations
Note: Herewith is a sample guide of Novel Graphic Organizer.

II. Explore/Explain:
Read “The Sabre-Tooth Curriculum by Harold Benjamin (1939).

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Study Guide in Prof. Ed. 109 – The Teacher and The School Curriculum Module No. 2

Answer the following questions:

1. Does the sabre-tooth Curriculum still exist at present? Give examples of your evidence.
2. Describe the kind of curriculum that exists as described in the article.
3. What does the author mean, when he said “A curriculum should be timeless?” Explain.
4. What is the difference between education and training?

II. Extend/Elaborate:
Content Focus on Foundations of Curriculum: Reflect on the following questions:
1. Identify which among the foundations of curriculum, has influenced what you have learned in school as a
college Social Studies major student.
2. How will the thinking of Abraham Maslow influence your teaching practice in the future?
3. Do you agree with Alvin Toffler?

SUMMARY

Students will gain greater understanding of the historical foundations of the modern world and the
interconnections of global cultures. Two courses are required in this area of inquiry. Students will use
historical analyses to study the interplay of multiple forces of change over time. Courses that will engage
students to achieve at least two of these student learning outcomes. Students will be able to:

1. Demonstrate an understanding of the interplay of the fundamental historical forces (political, social,
economic, cultural, scientific, and/or technological) that have shaped the contemporary world.
2. Describe the historical processes that have contributed significantly to global change.
3. Articulate an understanding of the histories of societies and cultures necessary to participate in an
analysis of critical civic and global issues.
4. Demonstrate critical reasoning skills necessary to analyze the lived realities of power and wealth
differentials between industrialized and developing areas of the world.
5. Reflect upon the nature of history itself as a product influenced by a nexus of forces, interests, and
understandings, and on their own place within that historical context.

REFERENCES

1. The Perspective of William H. Schubert (1987) and Ralph W. Tyler’s (1957) in the definition of
curriculum.
2. The Decker Walker’s curriculum model (1971) suggested the better curriculum planning and
development.
3. Article XIV of the 1987 Philippine Constitution, Education, Science And Technology, Arts, Culture And
Sports. Republic Act No. 10533 Section 10, in relation to the standards and principles.
4. 21 Tan, Charlene (2006). Philosophical perspectives on education. In Tan, C., Wong, B., Chua,
J.S.M. & Kang, T. (Eds.), Critical Perspectives on Education: An Introduction (pp. 21-40).
Singapore: Prentice .

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