CBE 2 interdisciplinary connections and promotes the integration

of different learning areas.

Introduction to the Teaching Profession
4. Learner-Centered
What is Teaching?
 Curriculum is ultimately designed to serve the needs of
Teaching learners. It considers their individual strengths, interests,
and learning styles to create engaging and meaningful
Teaching is intimate contact between a more mature personality and educational experiences.
a less mature one which designed to further the education of the
latter”- (Morrison,1934) DEFINITION OF CURRICULUM

Teaching is learning as selling is to buying”- (Dewey, 1934) A. Curriculum from Traditional Point of View
 It was said that in the early years of 20th century, the
Teaching is a form interpersonal influence aimed at changing the traditional perspectives held the concepts of that
behavior potential another person.”-(Gage. 1983) “curriculum is a body of subjects or subject matter prepared
by the teachers for the students to learn” (Bilbao, et. Al.,
Teaching is an interactive process, primarily involving classroom talk 2015). It was synonymous to the “course of study” and
which takes place between teacher and pupil and occurs during “syllabus” that we have. To understand this further, Here
certain definable activities.”- (Amidon 1967) are few of the concepts about curriculum from the
traditional point of view.
Teaching is a system of actions intended to induce learning “-(BD.
 Curriculum is the heart of education. It outlines the
Smith, 1961)
knowledge, skills, and values that students are expected to
The supreme art of teaching is to awaken joy in creative expression learn.
and knowledge.”-(Albert Einstein)  The traditional curriculum emphasized rote memorization,
discipline, and teacher-centered instruction. Subjects were
The Role of Teachers in Society taught in isolation, and knowledge was seen as a collection
of facts to be transmitted.
 Educating the Next Generation
 Inspiring and Empowering Robert M. Hutchins
 Shaping the Future
 Curriculum is a “permanent studies” on which the basic
Qualifications and Certification Requirements concepts in language including logic and arithmetic for
basic education are highlighted..
 Bachelor’s Degree in Education
 Teaching Certification Arthur Bestor
 Continuous Professional Development
 He asserts that curriculum should focus on the
Curriculum Development and Lesson Planning fundamental intellectual disciplines of grammar, literature
and writing since he believed that one of the missions of
 Aligning with Standards school is to train the intellectual ability of learners.
 Integrating Creativity
 Differentiated Instruction Joseph Schwab
Integrating Technology in the Classroom  The sole source of curriculum is a discipline, thus it must
include subject area such as English, Mathematics,
 Enhancing Engagement Science and Social Studies..
 Facilitating Collaboration
 Promoting 21st Century Skills Phillip Phenix
He merely stressed that curriculum should include entirely of
UNIT 1: THE TEACHER AND THE SCHOOL CURRICULUM knowledge which comes from various disciplines. Simply, the concept
of curriculum based on Phenix’s idea is that curriculum consists of
THE NATURE OF CURRICULUM content knowledge from different disciplines.
1. A Plan for Learning B. Curriculum from Progressive Points of View
 Curriculum is a carefully crafted blueprint for learning. It  Unlike in traditional perspective, progressivists do not
outlines the specific goals, content, activities, and believe that curriculum is merely a list of subjects, course
assessments that educators will use to guide student of study, syllabi, list of courses or specific discipline.
growth. Instead, they believe that it can only be called curriculum if
and only if, the written documents are objectified by the
2. Dynamic and Evolving learners.
 Curriculum is not static but evolves with the changing  The progressive movement in education challenged
needs of society, advancements in knowledge, and traditional methods, advocating for student-centered
emerging technologies. It is constantly revised and adapted learning, experiential activities, and individualized
to meet the challenges and opportunities of the modern instruction. This approach focused on developing critical
world. thinking, problem-solving, and lifelong learning skills.
3. Interdisciplinary and Integrated
 Curriculum goes beyond isolated subjects and encourages John Dewey
a holistic understanding of knowledge. It embraces
  He claims that education is experiencing. Also, he asserted  It is all about what teachers implement or deliver in the
that reflective thinking is a means that unifies curricular classrooms and schools. Anything that is done inside the
elements though it is not derived from action but tested by classroom with the supervision of teachers are all examples of
application. For Dewey, curriculum should have connection taught curriculum such as lectures, group work or doing an
to real life experiences of students. experiment.
 In this type, the curriculum is unplanned or unintended but it
Holin Caswell and Kenn Campbell plays a crucial role in learning. Hidden curriculum consists of
norms, values, and procedures.
 He defined curriculum as “all experiences of children that
they have under the guidance of teachers” (Bilbao, et. Al., Hidden Curriculum
2015).
 This refers to the unspoken messages, values, and beliefs
Othaniel Smith, William Stanley and Harlan Shore that are conveyed implicitly through the school environment
and interactions.
 He defined “curriculum as a sequence of potential
experiences set up in the schools for the purpose of Components of the Curriculum …
disciplining children and youth in group ways of thinking
and acting” (Bilbao, et. Al., 2015). For most curricula, the major components or elements of curriculum
are:
Colin Marsh and George Willis
 Aims, goals and objectives (Learning Objectives)
 They view curriculum as “all the experiences in the  Subject matter/content ( Content)
classroom which are planned and enacted by the teacher,  Learning experiences ( Teaching Strategies)
and also learned by the students”.  Evaluation approaches (Assessment)
C. Modern Point of View of Curriculum When translated into questions, each component can be addressed
 Modern curriculum incorporates elements of both by the following:
traditional and progressive approaches, prioritizing inquiry-
based learning, technology integration, and real-world a. Aims, goals and objectives What is to be done?
applications. It also addresses issues of equity, diversity, b. What subject matter is to be included?
and inclusion. c. What instructional strategies, resources and activities will
be employed?
MAJOR CONCEPTIONS OF CURRICULUM d. What method and instruments will be used to assess the
results of the curriculum?
A. Types of Curriculum Operating in School
COMPONENT I: AIMS, GOALS AND OBJECTIVES
Bilbao, et. Al. (2008), as cited by Alvio (2015), enumerated the seven
types of the curriculum: AIMS
Recommended Curriculum Most of the schools or all of the schools have aims, either it is in
elementary, secondary and tertiary. Here are some of aims of the
 In this type, curriculum is proposed by scholars and professional schools:
organizations. Anything that is recommended by higher
institutions, university, school or even the congress and the  Inculcate patriotism and nationalism
senate is considered a recommended curriculum. One of the  Foster love and humanity
best examples of this is the implementation of the K-12  Promote respect for human rights
curriculum.  Appreciate the role of national heroes in the historical
 This type of curriculum pertains to those curriculums which development of the country
support and assist the implementation of the curriculum such as  Teach the rights and duties of citizenship
the resources textbook, computers and audio-visual materials  Strengthen ethical and spiritual values
 These are the assessments of students which are spearheaded  Develop moral character and personal discipline
by the teachers such as examinations and other evaluations  Encourage critical and creative thinking
done inside the classroom. In this type, the main goal is to GOALS
evaluate the learning progress of a learner based on their
performances. All schools have mission and vision which tells about the school’s
purpose for the students and the institution. A vision is your school’s
Written Curriculum goal-where you hope to see in the future. The mission provides an
overview of the steps planned to achieve that future ( Gabriel
 From the term itself, these are in the form of written which and Farmer, 2009). These are interpreted as goals that are needed
appears in school, district, division or country documents. The to achieve.
best examples of these are the syllabus or lesson plan written
by the teachers. THE SCHOOL’S VISION
 It is also known as experienced curriculum. This type of
curriculum is all about what the students’ learned and acquired  Is a clear concept of what the institution would like to
such as the knowledge, attitudes and skills. It is more on dealing become in the future
of what the student absorbs or makes sense of as a result of  Provides the focal point or unifying element according to
interaction with their teachers, fellow students or the institutions. which the school staff,
 Faculty, students perform individually or collectively
Taught Curriculum  Is the guiding post around which all educational efforts
including curricula should be directed
THE SCHOOL’S VISION prior experiences, educational and social value of their interest
among others.
 It spells out how it intends to carry out its Vision
 The mission targets to produce the kind of persons the Utility – usefulness of the content or subject matter may be relative to
students will become after having been educated over a the learner who is going to use it. Usefulness may be either be for
certain period of time. the present or the future. The usefulness of the content is based on a
student who is going to use it.
OBJECTIVES
Learnability – subject matter in the curriculum should be within the
Educational objectives are the goals that are constructed easy and range of the experiences of the learners.
definite for the learner’s accomplishment. The followings are the
definition of objectives: First, direct the change in behavior which is Feasibility – content selection should be considered within the
the ultimate aim of learning. Second, provide the basis for the context of the existing reality in schools, in society and government.
selection of learning content and learning experiences. Lastly, set the
criteria against which learning outcomes will be evaluated. COMPONENT III: LEARNING EXPERIENCES
According to Harvard University, “objectives are the specific,
The third component is the curriculum experiences. The instructional
measurable competencies which you would assess in order to decide
strategies and methods will link to curriculum experience, the core
whether your goals had been met.”
and heart of the curriculum. Different instructional strategies
There three big domains of objectives according to Bloom, these are provide the experiences. The instructional strategies will put into
Cognitive, affective and psychomotor. action the goals and the use of contents in order to produce an
outcome. Teaching strategies convert the written curriculum into
Cognitive Domain action. Curriculum experience simply means the extension of the
normal activities of daily life into directed instructional situations that
Cognitive domain is the domain of thought process (Bloom et. Al. is according to Johnson of 1938. Both the teacher and the learner
1956). This domain deals with the mind. There are five sub-domain take actions to facilitate learning. The actions are based on planned
under the cognitive domain. objectives, the subject matter to be taken and the support materials
to be used. This will include a multitude of teaching methods and
Affective Domain
educational activities which will enhance learning.
The next domain is affective domain. Domain of valuing, attitude
COMPONENT IV: EVALUATION
and appreciation (Krathwohl, 1964). This domain includes the
manner in which we deal with things emotionally, such as feelings, Curriculum evaluation is the last component. According to Worthen
values, appreciation, enthusiasms, motivations, and attitudes and Sanders, (1987) all curricula to be effective must have the
(Bloom). element of evaluation. This refers to the formal determination of the
quality, effectiveness or value of the program, process, and product
Psychomotor Domain
of the curriculum. Evaluation is meeting the goals and matching them
The last domain of the objectives is the psychomotor domain. with the intended outcomes (Tuckman, 1985). There are different
Psychomotor domain is the domain of the use of psychomotor evaluation methods that can be utilized like diagnostic, placement,
attributes (Simpson, 1972). formative or summative evaluation or the norm or criterion-
referenced evaluation.
COMPONENT II: SUBJECT, MATTER/CONTENT
The purpose of curriculum..
The second component of the curriculum is the subject
matter/content. The content is the meat of the curriculum where all The purpose of the curriculum Is to provide a template or design
the information are included here. All curriculums have content no which enables learning to take place. To provide answer to: What to
matter what their design or model is. Content is not just about the teach? How to teach? When to teach? Why teach it? A well-crafted
information that are learned in school, it is more than that. This curriculum serves as reference to ensure that you’re on the right
learned information or knowledge can be useful in dealing in daily track. Its components are design to develop concepts, from a basic
lives. Content is also another term for knowledge. level to increasingly complex topics or skills.

There are criteria in choosing a content/subject matter. These Curriculum also standardizes the learning goals for an entire school
are the following: and provides a clear path for students to progress from one grade to
another.
Self-sufficiency – the prime guiding principle for content selection
is helping the learner attain self-sufficiency in learning in the most The purpose of the curriculum is encapsulated in the four
economical manner (Scheffler, 1970). capacities:

Significance – the content is significant when it will be able to  To enable each child or young person to be a successful
contribute to the basic ideas, concepts, principles and generalization learner
in achieving the aim of the curriculum.  A confident individual
 A responsible citizen; and
Validity – the authenticity of the subject matter. Subject matter should  An effective contributor.
be checked or verified at regular intervals to determine if the content  Knowledge Acquisition
that was originally valid continues to be. The sources of the -Curriculum provides students with a foundation of
information should be credible and reliable. knowledge in various subjects and disciplines.
 Skill Development
Interest – this is the key criterion for a learner-centered curriculum. A -Curriculum equips students with practical skills that are
learner will value the content if it is meaningful to him/her. Students’ essential for personal and professional success.
interests should be adjusted taking into consideration maturity,  Values Formation
 -Curriculum fosters ethical development, promotes critical  Prioritizes the development of the whole person, focusing
thinking, and cultivates a sense of responsibility in on values, personal growth, and self-actualization.
students.
 Preparation for Life PSYCHOLOGICAL FOUNDATIONS OF CURRICULUM
- Curriculum aims to prepare students for active citizenship,
Psychology is defined as how humans learn and behave. “It deals
meaningful careers, and lifelong learning.
with the study of mental processes that determines a person’s
behavior and thinking”. Since the main goal of creating a curriculum
UNIT 2: FOUNDATION OF CURRICULUM is for learning, therefore the curriculum developers need to know
how learners learn so that they can incorporate psychological
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM principles when they design, develop and implement curriculum.
1. Essentialism The first cluster In the Clusters of Learning Theories in
 Training the mind with what is essential. Essential Psychological Foundation is the Behaviorism or Association
means necessary or important. Theory. The theory of behaviorism focuses on the study of
 Essentialism is an American philosophy of observable and measurable behavior. Behaviorism dominated the
education which began in the 1930’s and 1940’s. education in the 20th Century wherein mastery of subject matter is
 The two essentialism is from idealism and realism. given more emphasis. The use of drills and repetition are common.
Essentialism refers to “Basic Education”. Essentialism
believe in teaching the basic subject. 1. Ivan Pavlov (1849-1936)
 Emphasizes the transmission of essential knowledge and
 The first proponent who introduced the Classical
skills, focusing on traditional subjects and academic rigor.
Conditioning Theory is Ivan Pavlov. The S-R Theory in
which the key to learning is in early years of life, train the
2. Perennialsm
learners to what you want them to become. The S-R
 Teaching ideas that are everlasting. To seek Theory is the foundation of learning process called
enduring truths which are constant (not
indoctrination. Indoctrination is the process of teaching a
changing), as the natural and human worlds
person or group to accept a set of beliefs uncritically.
at their most essential level, do not change.
 One of the best-known examples of classical conditioning
 Stresses the importance of timeless ideas and is Pavlov’s classic experiments with dogs. In these
universal truths, emphasizing the study of classic
experiments, the neutral signal was the sound of a tone
literature and philosophy.
and the naturally occurring reflex was salivating in
3. Progressivism
response to food. By associating the neutral stimulus
 Education comes from experience.
(sound) with the unconditioned stimulus (food), the sound
 Advocates for learner-centered education,
of the tone alone could produce a salivation response.
focusing on experience, problem-solving, and
individual growth.
4. Existentialism
 Focuses on the individual freedom to choose
their own purpose in life

5. Behaviorism
 Focuses on the acquisition of new behavior
base on environmental conditions.
 This learning theory or philosophy states that
behavior are learned from the environment.
 Focuses on observable behaviors and  Although classical conditioning was not discovered by a
measurable outcomes, using reinforcement and psychologist, it has had a tremendous influence over the
conditioning to shape learning. school of thought in psychology known as behaviorism.3
6. Constructivism Behaviorism assumes that all learning occurs through
 People construct their own understanding and knowledge interactions with the environment and that environment
of the world, through experiencing things and reflecting of shapes behavior
those experiences.
 It is based on the idea that people actively construct or 2. Edward L. Thorndike
make their own knowledge and that reality is determined by  He championed the Connectionism Theory.
your experiences as a learner.  He proposed the three (3) Laws of Learning which are:
7. Reconstructionism/Critical Theory
 Emphasizes the addressing of social questions and a Law of Readiness – This states that the more readiness the
quest to create a better society. learner has to respond to the stimulus, the stronger will be the
 Seeks to use education to address social injustices and bond between them.
promote social change, emphasizing critical thinking and
action. Law of Exercise – This tells us that the more an S-R (stimulus-
8. Cognitivism response) bond is practiced the stronger it will become.
 Emphasizes the role of mental processes, such as “Practice makes perfect”.
memory, attention, and problem-solving in learning.
9. Humanism Law of Effect – connection between the stimulus and response
is strengthened when the consequence is positive (reward)
 and the connection between the stimulus is weakened when development as a process which occurs due to biological maturation
the consequence is negative. and interaction with the environment while the work of Lev Vygotsky
(1934) has become the foundation of much research and theory in
cognitive development over the past several decades, particularly of
what has become known as Social Development Theory.

3. Robert Gagne (1916-2002)

 He proposed the Hierarchical Learning Theory.
 Learning follows a hierarchy. Behavior is based on
prerequisite conditions. He introduced tasking in the
formulation of objectives. Learning Hierarchies define
what intellectual skills are to be learned and a
sequence of instruction.

The third cluster in the Clusters of Learning Theories in

Psychological Foundation is the Humanistic Psychology.
Humanistic psychology emphasizes ideas such as free will, self-
The second cluster in the Clusters of Learning Theories in efficacy, and self-actualization, as well as a holistic view of the
Psychological Foundation is the Cognitive-Information Processing personality. Humanistic psychology, rather than focusing on
Theories. dysfunction, seeks to assist individuals in realizing their full potential
and maximizing their happiness.
Information Processing Theory is a cognitive theory that focuses
on how information is encoded into our memory. The theory Gestalt Theory
describes how our brains filter information from what we’re paying
attention to in the present moment, to what gets stored in our short-  The Gestalt Theory stresses that the whole is greater than
term or working memory and ultimately into our long-term memory. the sum of its components. It emphasized the importance
of sensory wholes and the dynamic nature of visual
History of Information Processing Theory Developed by perception.
American psychologists including George Miller in the 1950’s,  That is, the characteristics of the whole cannot be deduced
Information Processing Theory has in recent year’s compared the by a study of the pieces separately. Human beings do not
human brain to a computer. The “input” is the information we give to respond to isolated stimuli but to an organization or pattern
the computer – or to our brains – while the CPU is likened to our of stimuli.
short-term memory, and the hard-drive is our long-term memory.

Piaget’s (1936) theory of cognitive development explains how a child

constructs a mental model of the world. He disagreed with the idea Abraham Maslow
that intelligence was a fixed trait, and regarded cognitive
  He proposed the Self-Actualization Theory and Classic catechism to the native. Their goal is to spread Christianity. The
Theory of Human Needs. He also stated that, “A child religion or Christian Doctrine was a compulsory subject at all levels.
whose basic needs are not met will not be interested in Education was a privileges only to Spanish students. During the 19th
acquiring knowledge of the world.” He also put importance century, public education is only for the natives.
to human emotions, based on love and trust.
The Educational Decree of 1863 required the establishment of one
primary school for girls and one for boys in each major town of the
country. This is also the way to establish the normal school for the
training teachers. Their medium of instruction in all schools is the
Spanish Language.
Philippine Revolution Education
Illustrados are the spearheaded of the Propaganda Movement. Joe
Rizal is the most popular with this. He is criticized unequivocally
The friars’ method of instruction in his two novels Noli Me Tangere
and El FIlibusterismo. In his novels he reside 4 in education namely:
 Disproportionate focus on religion;
 Discourage the attempt of Filipino students to speak in
Carl Rogers. Spanish; c.) Lack of pedagogical skills; and
 Irrelevant courses in the curriculum. In line with this, to
 He approached the Nondirective and Therapeutic Learning. improved the existing curriculum, Rizal considered the
He also established counselling procedures and methods following subjects as required courses in secondary
for facilitating learning. He also stated that children’s schools: Science, Mathematics, History, Philosophy, Law,
perception, which are highly individualistic, influence their Language, P.E., Religion, Music, and Social Sciences.
learning and behavior in class.
During the Malolos Republic, Education is the priority. On August 29,
1898, schools were re-opened by the Secretary of the Interior. There
are some things that has been established during this time:
HISTORICAL-SOCIOLOGICAL FOUNDATIONS OF EDUCATION
 Free and compulsory primary education;
History plays a vital role especially to education. Knowing the
 Secondary Education (Burgos Institute in Malolos);
Genesis of school curriculum in the Philippines will help each
 Tertiary Education (Literary University in the Philippines,
student to understand how education step up as time goes by. The
October 1898).
sociological background of school curriculum is a matter especially in
the history. American Occupation Education
The development of Education in the Philippines started to Pre- The American used education as a vehicle for its program benevolent
Spanish and continue until this present time. Below is the table to assimilation. They restore damaged school-houses, build new ones
represent the timeline of education in The Philippines. and conduct classes. American teachers infused their students the
spirit of democracy and progress as well as fair play. On January
Before 1521 Education before the coming
1901, the Taft Commission Act No. 74 has been established which
of Spaniards
states the Philippines Public School System.
1521-1896 Education during the Spanish
Regime Teachers are Volunteer American Soldiers who are known as
1896-1899 Education during the Philippine Thomasites (USS Thomas). There are 3 levels of Education during
Revolution this period: Elementary. Secondary, and College. Below are the most
1898-1935 Education during the American important colleges during American rule:
Occupation
1935-1941 Education during the
Philippines Commonwealth Public School Private School
1941-1944 Education during the Japanese Philippine Normal School Siliman University
Occupation
University of the Philippines Centro Escolar de Señoritas
Pre-Hispanic (Pre-Spanish Period) Education Philippine Women’s University
During this period time there are no formal schools. Learning began
at home. Some aspects like oral, practical and hands-on are
observed. 3R’s are also observed during this time namely: Philippine Commonwealth Education
Reading, ‘Riting, & ‘Rithmetic. The objective was basically to promote
reverence for, and adoration of Bathala for laws, customs, and During this time, all schools should develop moral character,
authorities represented by parents and elders. personal discipline, civic conscience and vocational efficiency. They
also promote effective participation of the citizens in the processes of
Spanish Regime Education a democratic society. Several programs has been established such
as: 1935 Constitution; National Council of Education (1936); and
On this point, schools has been establish in the country. Friars Educational Act of 1940.
established parochial schools linked with churches to teach
Japanese Regime Education In Education and Society, schools exist within, not apart from,
social context.
There are 6 basic principles of Japanese education:
1) Schools emerges within society. The Curriculum is a
1. Realization of NEW ORDER and promote friendly relations planned sequence of
between Japan and the Philippines to the farthest extent. 2) What Students are to Learn?
2. Foster a new Filipino culture based. 3) How Students Acquire that Learning?
3. Endeavor to elevate the morals of people, giving up over 4) How Student’s Learning is Verified?
emphasis of materialism.
4. Diffusion of the Japanese language in the Philippines. Sociological Foundation of Curriculum Development includes the
5. Promotion of Vocational course. balancing act between developing the potential of the individual and
6. To inspire people with the spirit of love and labor. improving society. The sociological foundation of the curriculum
affects the development of the curriculum in the sense that
 After World War II, on 1947, by the virtue of Executive there are certain factors which intervene in the curriculum
Order No. 94, the Department of Institution was development process dues to cultural beliefs, societal
changed to “Department of Education.” During this period, expectations, values, norms and traditions emanating from the
the regulation and supervision of public and private background of stakeholders.
schools belonged to the Bureau of Public and Private
Schools. LEGAL FOUNDATION
 From 1986 to the present, the bilingual policy was
Just as curriculum can be defined in a variety of ways, one can
reiterated in the 1987 Constitution of the Philippines. The
approach the evaluation and creation of curriculum through more
quality of public school education is generally considered to
than one foundational lens. One of the foundational lenses of a
have declined since the post-war years, mainly due to
curriculum is through the legal foundations and basis before solidly
insufficient funds. The Department of Education aims to
establishing the curriculum and developed in a country. As such,
address the major problems affecting public education by
fundamental laws and decrees will act as foundations of its legal
2010. Private schools are able to offer better facilities
basis before it is implemented and put into motion.
and education, but are also much more expensive. There is
a wide variety of private schools, including all-boys’ and all-  The major legal bases of the Curriculum are the Philippine
girls’ schools, religious schools, non-sectarian schools, Constitutions, namely: the 1935 Constitution Article XIV
Chinese schools, special school, and international school. Section 5, 1973 Constitution Article XV Section 8 (1-8) and
Due to economic difficulties, there has been recent 1987 Constitution Article XIV Sections 1-5 (5).
increase in the popularity of home schooling and open  The Philippines has the New Elementary School
universities in the Philippines. Curriculum and New Secondary Education Curriculum.
First, the New Elementary School Curriculum wherein its
st
Today, 21 century learners is experiencing the Enhance Basic features came from the MEC Order No. 6 s.
Education Act of 2013 (K to 12). The bases of K to 12  Meanwhile the New Secondary Education Curriculum was
implementation includes: Mastery of basic competencies is implemented under the 1989 Secondary Development
insufficient due to congested curriculum; and Philippines is the Program amended by DO 32, S. 1991
only remaining country in Asia with a 10 year basic education
program. Basic Education Act of 2001 (Republic Act No. 9155)**
The K to 12 Curriculum implementation includes the following:
Provides the legal framework for K-12 education in the Philippines,
 Learner-centered, inclusive and developmentally
establishing the curriculum and learning standards for all levels of
appropriate
basic education.
 Relevant responsive and research based
 Culture sensitive 1987 Constitution Article II, Section 13
 Contextualized and global
 Use of pedagogical approaches that are constructivist, The state recognizes the vital role of the youth in nation-building and
inquiry based, reflective collaborative and integrative shall promote and protect their physical, moral, spiritual, intellectual,
 Adhere the principle of Mother Tongue-Based Multilingual and social well-being. It shall inculcate in the youth patriotism and
Education (MTB-MLE) – Starts from where the learners nationalism and encourage the involvement in public and civil affairs.
are and from what they already knew proceeding from
the known to the unknown; instructional materials and Section 17
capable teachers to implement the MTB-MLE curriculum The state shall give priority to education science and technology arts
shall be available. culture and sports to foster patriotism and nationalism accelerate
 Uses a spiral progression approach to ensure mastery of social progress and promote total human liberation and development.
knowledge and skills in every level
 Flexible enough to enable and allow schools to localize, Article XIV, Section 1
indigenize, and enhance the same based on their
respective educational and social context The state shall protect and promote the right of all citizens to quality
education at all levels and to take appropriate steps to make such
education accessible to all.
SOCIOLOGICAL FOUNDATION
Batas Pambansa 232 (Education Act of 1982)
Sociology came from the Latin word “Socius” meaning social or being
with others and Greek word “logos” meaning to study. It is the study Batas Pambansa 232 (Education Act of 1982) sets the following
of relationship between man and his human environment. objectives of secondary education: Continue general education
started in the elementary; Prepare the students for college and
prepare the students for the world of work.
Revised Basic Education Curriculum was implemented based on CURRICULUM PLANNING AND THE ELEMENTS OF
Executive Order No. 46, which in turn was based on CURRICULUM PLANNING
recommendations of the Philippine Commission on Educational
Reforms (PCER), created on Dec. 7, 1998. Raul Roco also said, A. CURRICULUM PLANNING
“The restructuring of the curriculum is part of an on-going effort to
Curriculum Planning is the process concerned with making decisions
improve the quality of learning. We are focusing on the basics of
about what to learn, why and how to organize the teaching and
improving literacy and numeracy while inculcating values across
learning process taking into account existing curriculum requirements
learning areas to make it dynamic.“
and available resources. It also considers the school vision, mission,
SECONDARY EDUCATION CURRICULUM and goals, it also includes the philosophy or strong education belief
of the school.
Secondary Education Curriculum (SEC) was introduced by the
secretary of education, Mona D.Valisno, through DepEd Order KEY STAKEHOL’ERS OF CURRICULUM PLANNING (Jerry, 2017)
N0.76s 2010 dated June 4, 2010. The SEC curriculum uses the
 Teachers
Understanding by Design (UbD) framework of instruction.
 Principals
(UdB Model)  Parents
 Students
Understanding by Design (UbD) is a curriculum framework, i.e., it is a  External facilitators
way of looking at a curriculum. It offers a three- stage, backward
process to curriculum design, hence, it is also known as the B. RESULT OF LACK CURRICULUM PLANNING
“Backward Design Curriculum.” It was formulated by Jay McTighe
According to Gevela (2016), Curriculum Planning concerns in the
and Grant Wiggin. This implored us to think about the outcomes,
need for exactness and particularity in making decisions about ends
goals, and objectives we had for student learning first and then plan
and means demands scientific curriculum planning. The full range of
instruction and develop curriculum to close the gap between what the
learning/instruction needs of students and teachers should be fully
students already know and what they need to know.
addressed and emphasize.
Stages of Backward Design
According to Evangelista(2013), incompetent curriculum planning
1) IDENTIFY DESIRED RESULT may result:
2) DETERMINE ACCEPTABLE EVIDENCE
 Gaya-gaya (patterned from an existing model)
3) LEARNING EXPERIENCES AND INSTRUCTION
 Sari-sari (hodgepodge)
K-12 Basic Curriculum Program  Pira-piraso (piemal)
 Tagpi-tagpi (patchwork)
K to 12 means Kindergarten and the 12 years of elementary and  Sabog (lack of focus)
secondary education. Kindergarten refers to the five-year old cohort  Malabo (vague)
that takes a standardized kindergarten curriculum. Elementary  Lakas ng kutob (gutfeel)
education refers to primary schooling that involves six years of  Hula-hula (hunches)
education (Grades 1 to 6). Secondary education refers to four years
of junior high school (Grades 7 to 10) and two years of senior high C. IMPORTANCE OF CURRICULUM PLANNING
school (Grades 11 to 12).
Curriculum planning ensures:
K -12 2013
 A shared vision
Aquino said Republic Act No. 10533 institutionalize a system of  Shared understandings and a common language in the
education that truly give our youth with the skills they need to pursue school community
their dreams. The Enhanced Basic Education Act of 2013, or the K-  Continuity of learning between domains across year levels
to- 12 Act, establishes a “universal kindergarten” and introduces  The full range of learning needs of students are addressed
Grades 11 and 12 to high school education in public and private  Students are given opportunities to develop deep
schools. Students will have to complete the extra education to qualify understanding
for university.  Cohesiveness in teaching, learning and assessment
practices
K-12 SALIENT FEATURES  Elimination of repetition of learning activities without depth
or breadth across levels
 It focuses on the holistic development of the learner.
 It is outcome-based as it prepares learners for: The curriculum is likely to be a good one if there is good curriculum
1) Higher education planning; and conversely, the curriculum is likely to be mediocre one
2) Middle level skills if there is a mediocre curriculum planning.
3) Employment and
4) Entrepreneurship D. ELEMENTS OF CURRICULUM PLANNING

 It is anchored on the principles of: 1. CONTENT

1) Inclusive education Curriculum content simply means the totality of what is to be taught
2) Learners’ growth and developments in a school system. The content component of teaching learning
3) Teaching and learning, and Assessment situation refers to the important facts, principles and concepts to be
taught. These contents must be in line with the learning experiences
UNIT 3: PHASES AND PROCESS OF CURRICULUM and there must be clear cut objective to be achieved by the end of
DEVELOPMENT each respective lesson. It can be in form of knowledge, skills, attitude
and values that learners are exposed to. Content involves subject knowledge and the learners are the simply the empty vessel to
matter drawn on the basis of problems, themes or topics cutting receive the information or content from the teacher.
across traditional subjects.
1) Discipline design. This design focuses on academic
2. ENVIRONMENT disciplines. Discipline refers to specific knowledge learned
through a method which the scholars use to study a
A positive and caring classroom environment is important for student specific content of their fields.
learning at any age. For our Kindergarten students, many of whom 2) Correlation design. Coming from a core, correlated
are experiencing school for the first time, classroom environment curriculum design links separate subject designs in order to
plays an especially important role in their academic and social reduce fragmentation. Subjects are related to one another
development. Planning your classroom environment is one of the and still maintain their identity.
most exciting parts of being a teacher. It can be daunting to fit 3) Broad field design/interdisciplinary. Sometimes called
everything you want into your space while making it feel warm and holistic curriculum, broad fields draw around themes and
inviting. integration. Interdisciplinary design is similar to thematic
design, where a specific theme is identified, and all other
3. IMPLEMENTATION
subject areas revolve around the theme.
Curriculum implementation process involves helping the learner
B. Learner-Centered Design
acquire knowledge or experience. It is important to note that
curriculum implementation cannot take place without the learner. The This kind of curriculum design takes individuals (learners) need,
learner is therefore the central figure in the curriculum interests, and goals into consideration. Learner-centered curriculum
implementation process. Although there are various factors that also design is meant to empower learners and allow them to shape their
influence Curriculum Implementation like the resource materials and education through.
facilities, the teacher, the school environment, culture and ideology,
Instructional supervision and assessment. Implementation takes 1) Child-centered design. Influence of John Dewey, Rouseau,
place as the learner acquires the intended experiences, knowledge, Pestallozi, and Froebel. This curriculum design is anchored
skills, ideas and attitudes that are aimed at enabling the same on the needs and interests of the child. With that, every
learner to function effectively in a society learner is not considered as a passive individual because
they are engaging with some activities within their own
4. MANAGEMENT environment. Constructivists viewed child-centered design
as “learners learn by doing Learners actively create,
A Curriculum Management Plan allows the organization to obtain the
construct meanings, and have understanding
educational benefits of a coordinated and focused program for
2) Experience-centered design. The focus remains to the
student learning. The plan also serves to focus instruction and
child, this design believes that the interests and needs of
facilitate the design, delivery, and assessment of the curriculum.
learners cannot be anticipated. Instead, the experiences of
5. ASSESSMENT the learners become the starting point of the curriculum,
with that the school environment remains open and free.
Curriculum assessment is a process of gathering and analyzing
information from multiple sources in order to improve student 3) Humanistic design. This kind of curriculum design was
learning in sustainable ways. influenced by Abraham Moslow and Carl Rogers. In
humanistic curriculum design, the ultimate objective of
Assessment of student academic achievement is the process of learning is the development of oneself. It emphasizes the
evaluating whether students are learning what we say they are whole person and the integration of their thinking, feelings,
learning. More specifically, assessment is the systematic collection, and doing. This design also considering the main domains
review, and use of information to increase students’ learning and which are the cognitive, affective, and psychomotor
development. Through a variety of measures, students are assessed domains to be interrelated and addressed in the
to determine whether or not they are achieving the learning curriculum. It also developing the positive self-concept and
outcomes that faculty have determined for their courses and interpersonal skills.
programs.
C. Problem-Centered Design
6. APPRAISAL
This kind of design draws on social problems, needs, interest and
To evaluate curricular effectiveness, we must identify and describe abilities to the learners. There are those that center on life situations,
the curriculum and its objectives first and then check its contents for contemporary life problems, areas of living and many others.
accuracy, comprehensiveness, depth, timeliness, depth and quality.
1) Life-situation design makes the design unique is that the
contents are organized in ways that allow students to
clearly view problems area. The connection of the subject
TYPES OF CURRICULUM DESIGN
matter to real situations increased the relevant of the
A. The Subject-Centered Design curriculum.
2) Core-problem design it centers on general education and
A curriculum design that focuses on the content of the curriculum. It the problems are based on the common human activities.
is mostly associated to the textbook because textbooks are usually The Problem Centered curriculum places emphasis on the
written based the specific subject or course. The following are the development needs, children and demands of the teacher’s
variations of Subject- Centered Design: knowledge and understanding of the processes of human
growth and development and of learning.
Subject design. It is the oldest and most familiar design for teachers,
parents and other laymen. The teacher becomes the dispenser of In 1959, Faunce and Bossing presented some ways on how to
proceed using core design of curriculum. There are eleven(11) steps:
  Step1. Make group consensus on important problems. Every curriculum designer, implementer, or evaluator should take in
 Step 2. Develop criteria for selection of important problem. mind the following general axioms as a guide in curriculum
Step 3. State and define the problem. development (Oliva, 2003):
 Step 4. Decide on areas of study including class grouping.
Step 5. List the needed information for resources. 1. Curriculum change is inevitable, necessary, and desirable.
 Step 6. Obtain and organized information.
One of the characteristics of a curriculum is being dynamic. For this
APPROACHES TO CURRICULUM DESIGNING reason, teachers should respond to the changes that occur in
schools and in its context. Societal development and knowledge
1. Child or Learner-Centered Approach revolution come so fast that the need to address the changing
condition requires new curriculum designs. Therefore, teachers as
Teachers should construct a curriculum based on the needs, interest, curriculum designers are obliged to adapt the changes and trends
purposes and abilities of the learners and the construction of especially in terms of education in order for them to facilitate the
curriculum should be based according to the learners’ knowledge, learners well and respond to the contemporary problems.
skills, previous learning and potentials.
2. Curriculum is a product of its time.
Principles of Child-Centered Curriculum Approach
A relevant curriculum should respond to changes brought about by
1. Acknowledge and respect the fundamental rights of the current social forces, philosophical positions, psychological
child. principles, new knowledge and educational reforms. This is also
2. Make all activities revolve around the overall development called timeliness. Quite simply, a school curriculum not only reflects
of the learner. but also is a product of time.
3. Consider the uniqueness of every learner in a multicultural
classroom. 3. Curriculum changes made earlier can exist concurrently with
4. Consider using differentiated instruction or teaching. newer curriculum changes.
5. Provide a motivating supportive learning environment for all
the learner. A revision in a curriculum starts and ends slowly. More often,
curriculum is gradually phased in and phased out, thus the changes
2. Subject-Centered Approach that occur can coexist and oftentimes overlap for long periods of
time. Curriculum designers select the best responses and
This anchored on a curriculum design which prescribes separate instructions from previous times and modify and alter them for the
distinct subject for every educational level: basic education, higher future use in educational institutions. Thus, there is a reemergence of
education or vocational-technical education. The oldest, and perhaps educational instruction.
most obvious way to organize curriculum is through a subject-
centered approach. 4. Curriculum change depends on people who will implement the
change.
Principles of Subject-Centered Curriculum Approach
Teachers who will implement the curriculum should be involved in its
1. The primary focus is the subject matter. development, hence should know how to design a curriculum. It is
2. The emphasis is on bits and pieces of information which best that they should design and own the changes. This will ensure
may detached from life. an effective and long lasting change. Curriculum designer has the
3. The subject matter serves as a means of identify problems control to the curriculum development. Since designing the
of living. curriculum is one of the challenging tasks of a teacher, the teacher
4. Learning means accumulation of content or knowledge. must put its mind and heart in selecting and organizing the
5. Teacher’s role is to dispense the content. content, assessment and so on.
3. Problem-Centered Approach 5. Curriculum development is a cooperative group activity.
This approach is based on a curriculum design which assumes that Group decisions in some aspects of curriculum development are
in the process of living, children experience problems. Thus, problem suggested. Consultations with stakeholders when possible will add to
solving enables the learners to become increasingly able to achieve a sense of ownership. Even learners should participate in some
complete or total development as individuals. aspect of curriculum designing. Any significant change in the
curriculum should involve a broad range of stakeholders to gain their
Principles of Problem-Centered Curriculum Approach
understanding, support, and input. In some instances, the higher
1. The learners are capable of directing and guiding authorities involve the students and parents in designing the
themselves in resolving problems, this they become curriculum since they are the direct recipients to this.
independent learners.
6. Curriculum development is a decision-making process made
2. The learners are prepared to assume their civic
from choices of alternatives.
responsibilities through direct participation in different
activities. A curriculum developer or designer must decide what contents what
3. The curriculum leads the learners in the recognition of teacher, philosophy or point of view to support, how to provide
concerns and problems in seeking solutions. The learners multicultural groups, what methods or strategies and what type of
are considered problem solvers. evaluation to use. On this decision making process of alternatives,
curriculum would be develop to have some process, choices and
approaches to the some curriculum designers.
FUNDAMENTALS OR ELEMENTS OF CURRICULUM DESIGNING
7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation and improvement of now assess or judge, based on a set of standards, on what they have
curricula are to be considered in the design of the curriculum. On this learned (evaluation).
curriculum, we should not be stop to be on the process in everyday
because we don’t know that the changes are not always visible to The Revised Taxonomy is composed of six components (1)
change so fast. remember, which retrieving relevant knowledge from long-term
memory. (2) understand, to determine the meaning of instructional
8. Curriculum development is more effective, if it is a messages, including oral, written and communication. (3) apply,
comprehensive process rather than a “ piecemeal” carrying out using procedure in a given situation, (4) analyze,
differentiate or organizing constituent parts relate to one another to
A curriculum design should be based on a careful plan; intended an overall purpose, (5) evaluate, making judgement based on criteria
outcomes clearly established, support resources and needed time and standards, (6) create, putting elements together to form original
available and teaching staff pedagogically equipped. Curriculum product. This will help to express each outcome in terms of what
design should be always to be on the safe management of students might be able to do.
implementer that would be not in danger soon on that learners and
teacher. Another is the Content/Subject Matter, the content of the lesson; unit
or subject should be relevant to the outcomes of the curriculum and
9. Curriculum development is more effective when it follows a should be appropriate to the level of lesson or unit and up to date.
systematic process.
Curriculum design is composed of desired outcomes, subject
matter content complemented with references and set of CURRICULUM IMPLEMENTATION MODELS
procedures, needed materials and resources and evaluation
procedure which can be placed in a matrix. It is good to follow some Models of Curriculum Implementation
rules to that curriculum design in order to be in the appropriate
There are several models of curriculum implementation but for the
system of curriculum design.
purpose of this work only the selected ones that are applicable in
10. Curriculum development starts from where the curriculum is. implementing curriculum in our various institutions are discussed
below:
Curriculum planners and designers should begin with existing
curriculum. An existing curriculum design is a good starting point for ORC (Overcoming –Resistance-to-Change) Model
any teacher who plans to enhance and enrich curriculum. It will be
This model rests on the assumption that the success or otherwise of
always to start where you start because sometime that would be the
curriculum implementation primarily depends on the impact the
basis from the other design that will lead to the beautiful
developer makes on the users of curriculum such as, teachers,
ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGNING students, and the society in general. It focuses on gaining advocates
and sharing power equally between administrators and teachers and
A lesson plan is composed of four (4) elements or components in the change of teacher’s perspective.
includes (1) Intended Learning Outcomes (ILO) or Desired Learning
Outcome (DLO), (2) Subject matter or Content, In ORC (Overcoming –Resistance-to-Change) Model there are four
stages:
(3) Teaching and Learning Methods lastly, (4) Assessment
Evaluation. The teacher aim to think  Unrelated concerns
 Personal concerns
About course content that fits to a high-quality class for students.  Task-related concerns
 Impact-related concerns
1. Intended Learning Outcomes -the objectives or intended
learning outcomes are reasons for undertaking the learning outcome Stage 1: Unrelated Concerns
that is to be accomplished. This content is one of the most important
components that are highly focused on complex levels of thinking. At this stage, teachers do not see a relationship between themselves
The intended learning outcomes are convey action words that found and the suggested change. They are aware about the change, but
in the revised Bloom’s Taxonomy of Objectives (Anderson and they do not see how it relates to their own life, they are not worried
Krathwohl, 2001) that help in planning across subject matter and whatever changes that are coming.
grade levels. It also helps to drafting of learning standards across
Stage 2: Personal Concerns
levels, guides the teacher in formulating learning outcomes for
higher- order thinking skills and serves as a guide in evaluating At this stage, the teacher will now react to the innovation on how it
school’s curriculum objectives, activities and assessment. Bloom’s will affect or give impact to their life personally. For example, biology
Taxonomy is very useful in formulating learning objectives. The Old teachers consider their involvement in a new science program and its
taxonomy made by Krathwohl composed of six levels progress from effects on their teaching.
simple to complex.
Stage 3: Task-Related Concerns
To facilitate the learning process, begin to recall with facts, principles
or definition (knowledge) which leads to understanding concepts, This stage relates to the actual use of the innovation in the
rules and principles (comprehension). A proof of comprehension of classroom. The teacher is thinking about how to use and apply the
the concept and principles is using knowledge in new situation new curriculum or the innovation. Different questions will come to
(application). For in-depth understanding and mastery of applied their minds in terms to the application of the innovation.
concepts, rules and principles, these are broken down into parts of
critical thinking (analysis). A still higher level of thinking is when Stage 4: Impact-Related Concerns
students put together elements of what has been learned in a new
way (synthesis). With a full grasp of what was learned, student can
At this stage, a teacher is concerned on how the innovation will affect Here are the 7 Characteristics of Organizational according to French
the students, colleagues, and community. The teacher might also & Bell:
want to determine the programs impact on her/his own subject area.
1. Emphasis on teamwork for addressing issues.
LOC Model (Leadership-Obstacle course model) 2. Emphasis on group and intergroup processes.
3. Use of action research.
OC is the acronym for ‘Leadership-Obstacle Course’ model. This 4. Collaboration within the organization.
model treats staff resistance to change as problematic and proposes 5. Organization’s culture must be considered.
that we should collect data to determine the extent and nature of the 6. Those in charge serve as consultants &
resistance in implementing the curriculum. This can be carried out by facilitators.
the following: 7. Appreciation of organization’s dynamics in a
continuously changing environment.
I. The organizational members must have a clear understanding of
the proposed innovation; KEY PLAYERS: Administrators, Directors, Supervisors
II. Individuals within the organization must be given relevant skills so The Rand Change Agent (RCA) model indicates that organizational
that they possess the capabilities requisite for carrying out the dynamics seem to be the main barriers to change. Just like ORC and
innovation. LOC models, this model also indicates three stages in the change
process.
III. The necessary materials and equipment for the innovation must
be furnished; The first stage is initiation wherein the curriculum developers secure
the support for the expected adjustment to changes. This support for
IV. If need be, the organizational structure must be modified so that it
the new curriculum is to let people understand and believe that it is
is compatible with the innovation being suggested.
legitimate. Thus, curriculum implementation activity requires personal
V. The participants in the innovation must be motivated to spend the assistance from the individuals involved.
required time and effort to make the innovation a success.
The second stage of RCA model is implementation. At this stage, the
VI. The LOC model considers educational change as a sequence of new program, and the organizational structure, are adjusted to
three stages: operationalize the change. It is where the modifications are starting
to apply in school curriculum.
VII. Initiation;
The last stage in Rand Change Agent model is incorporation. During
VIII. Attempted implementation; and this stage, the changes implemented become part of the established
program. The program implemented is also provided with the
IX. Incorporation. Arise necessary personnel and financial support.
X. We should note here that implementation obstacles solved at one The assumption behind this is that the success of the implementation
point at a time using this model may again at another point. This is a function of:
model, therefore, has a feedback and monitoring mechanism to
determine if problems once solved keep reappearing and so on.  The characteristics of the proposed change.
 The abilities of the academic and administrative staff.
LINKAGE MODEL  The readiness of the local community; and
 The organizational structure.
The ‘linkage’ model recognizes that there are innovators in research
and development centers such as the universities. Educators in the IMPLEMENTING THE DESIGNED CURRICULUM AS A CHANGE
field sometimes, however, find some attempts that are innovative and PROCESS
inappropriate for solving the problems. What is therefore needed is a
match between the problems and innovations to establishment of Change is a constant law of nature. It brings improvements
linkages with the established research centers. and it is an on-going process. Not all changes lead to
improvement but all improvement requires change.
This model envisages two systems: user system and resource
system. There must be a link between these two systems. The Features of Change:
resource system should have a clear picture of the curriculum user’s
problems if it is to retrieve or create appropriate educational  It’s a Process not an Event.
packages. A successful resource system must proceed through a  It requires time, energy and resources.
cycle of diagnosis, search, retrieval, fabrication of solution,  It is achieved incrementally and entails development in
dissemination, and evaluation in order to test out its product. Thus, in feelings and skills.
the linkage model, the basic process is the transfer of knowledge.
Kurt Levin’s Force Field Theory and Curriculum Change by Kurt
OD (ORGANIZATIONAL DEVELOPMENT) Levin (1951), the father of social psychology explains the process
of change. The model can be used to explain curriculum
This model is an information-processing change strategy that change and implementation.
enables the system to improve its operations and quality of
interaction among its members to facilitate the introduction of change In the educational landscape, there are always two forces that
(Yusof, Sidin and Sihes, n.d.). Here, the curriculum implementation oppose each other. These are the driving force and the restraining
emphasizes the introduction and addressing of issues regarding the force. When these two forces are equal, the state is equilibrium or
new curriculum. That is why, collaboration and teamwork within the balance. There will be no change because the status quo will be
organization is significant in order to recognize the problems and retained. The condition or situation will remain unchanged. When the
disadvantages of the implementation. driving force overpowers the retraining force, the improvement will
happen. Change is prevented when the restraining force is greater  Regional Director
than the driving force.  Defining a regional educational policy framework which
reflects the values, needs and expectations of the
communities they serve;
 Developing a regional basic education plan; developing
regional educational standards;
 Monitoring, evaluating, and assessing regional learning
outcomes;
 Undertaking research projects and developing and
managing region-wide projects;
 Ensuring strict compliance with prescribed national criteria
Based on Kevin’s Force Field Model for the recruitment, selection, and training of all staff in the
region and division;
We will use this theory to explain curriculum change. The illustration  Formulating in coordination with the regional development
above shows that there are driving forces on the left while the council, the budget to support the regional educational
resisting forces on the right and there is also equilibrium. plan;
 Determining the organization component of the divisions
CATEGORIES OF CURRICULUM and districts and approving the proposed staffing pattern;
hiring, placing, and evaluating employees in regional office;
McNeil in 1990 categorized curriculum change. Here are the  Evaluating all school division superintendents and assistant
following: division superintendents in the region;
1) Substitution- The current curriculum will be replaced or  Planning and managing the effective and efficient use of all
substituted by a new one. Sometimes, we call this a personal, physical, and fiscal resources;
complete overhaul.  Managing database and management information system
2) Alteration- There are a minor change to the current or of the region;
existing curriculum.  Approving the establishments of public and private
3) Restructuring- Building a new structure would mean major elementary and high schools and learning centers
change or modification in school system, degree program 3. Division Level
or educational system.
4) Perturbations- These are changes that are disruptive, but  Division Superintendent responsible
teachers have to adjust to them within a fairly a short time.  Developing and implementing division education
5) Value orientation- This classification will respond to shift in development plans;
the emphasis that the teacher provides which are not within  Planning and managing the effective and efficient use of all
the mission or vision of the school or vice versa. personal, physical, and fiscal resources of the division;
 Hiring, placing, and evaluating all division supervisors and
Three Important Elements school district supervisors;
1. Developmental in multiple perspectives, increase  Monitoring the utilization of funds provided by the national
integration and make learning autonomous, create a government and local government;
climate of openness and trust, and appreciate an affirm  Ensuring compliance of quality standards for basic
strengths of the teacher. education programs and for this purpose, strengthening the
2. Participatory is very important especially because other role of division supervisors as subject area specialist;
stakeholders like peers, school leaders, parents and  Promoting awareness of and adherence by all schools and
curriculum specialist are necessary. learning centers;
3. Supportive Material support like supplies, equipment and  Supervising the operations all public and private
conductive learning environment like classrooms and elementary, secondary and integrated schools, and
laboratory should make available. Likewise, human support learning centers
is very much needed. 4. District Level
LEVELS OF CURRICULUM IMPLEMENTATION  District Supervisor responsible
1. National Level  Providing professional and instructional advice and support
to the school heads and teachers/facilitators of schools and
 Secretary of Education, Undersecretaries, Assistant learning centers in the district cluster
Secretaries, and Bureau Officers
 Formulating national educational policies 5. Local School Level
 Formulating a national basic education plan;  School Heads responsible
 Promulgating national educational standards;  Setting the mission, vision, goals, and objectives of the
 Monitoring and assessing national learning outcomes; school;
 Undertaking national educational research and studies;  Creating an environment within the school that is
 Enhancing the employment status, professional conductive to teaching and learning;
competence welfare, and working conditions of  Implementing the school and curriculum and being
 All personnel of the Department accountable for higher learning outcomes;
 Enhancing the total development of learners through local  Developing the school education program and school
and national programs and/or projects improvement plan;
2. Regional Level  Offering educational programs, projects, and services;
 Introducing new and innovative modes of instruction to 1. Formative Evaluation – The term ‘formative evaluation’
achieve higher learning outcomes; was originally coined by Scriven (1967) to classify
 Administering and managing all personal, physical, and evaluation that gathered information for the purpose of
fiscal resources of the school; improving instruction as the instruction was being
 Recommending the staffing complement of the school given. It is a conceptual and physical exercise that is
based on its needs; carried out before a programme comes to an end. It
 Encouraging staff development; can be considered to be the process that looks for
 Establishing school and community networks and evidence of success or failure of a programme, a
encouraging the active participation of teacher syllabus or a subject taught during implementation.
organizations, non-academic personnel of public schools, 2. Summative Evaluation – This evaluation is a method
and parents-teacher-community associations; to judge the worth of a curriculum at the end of the
 Accepting donations, gifts, bequests, and grants for the syllabus where the focus is on the outcome. (Scriven,
purpose of upgrading teachers learning facilitators 1967 cited by Angandi, 2017). It determines whether a
competencies new curriculum program, syllabus or subjects is better
than the one it is intended to replace. When
INTRODUCTION OF CURRICULUM EVALUATION AND summative evaluation takes place after the curriculum
REASON FOR CURRICULUM EVALUATION has been put into operations it summed-up what has
been learned over a period of time.
 The term “evaluation” generally applies to the process of
3. Diagnostic Evaluation – The evaluation takes place at
making a value judgement. In education, the term
the start of the school year or before the start of a new
“evaluation” is used in reference to operations associated
unit. It gives teachers the information they need to
with curricula, programs, inventions, methods of teaching
start the appropriate programs for all students before
and organizational factors (UNESCO-IBE, n.d).
a unit begins. Diagnostic evaluation serves two
There are two ways of looking at the curriculum evaluation: purposes: it can be used to properly place students at
the start of an instructional level (such as secondary
1. Curriculum Program Evaluation may focus on school) or it can be used to determine the underlying
the overall aspects of a curriculum or the cause of student learning deviations in any field of
curriculum itself. More often, it refers to a big study (Ansari, 2019).
curriculum program. The k to 12 Curriculum, the
Integrated Science program, the Teacher Education TYPE OF EVALUATION MODELS
Program, the Mother Tongue Curriculum, the Process
1. Bradley Effectiveness Model
Approach in Mathematics Curriculum, the
Outcomes-Based Curriculum in Teacher Education,  In 1985, L.H. Bradley wrote a hand book in Curriculum
or Experiential Teacher Education are example of Leadership and Development. This book provides that
programs that may undergo a curriculum program can help measure the effectiveness of a developed or
evaluation. written curriculum. For purposes of the classroom
2. Curriculum Program Component Evaluation. A teachers, some of the statements were simplified.
Curriculum component may include separate
evaluation of (a) achieved learning outcomes (b) 2. Tyler Objectives Centered Model
curriculum process (teaching-leaning
methods/strategies) (c) instructional materials (i.e.  Ralph W. Tyler is the father of the objective model,
books, modules, models). which is called Tylerian model or Tyler’s objective
model, which was first created in the 1940s. This
REASON FOR CURRICULUM EVALUATION model has the basic principles involving matching the
pre-behavioral objectives with the actual outcome
The curriculum process presented by Tyler, Tabs and others at (Tyler, 1949). Evaluation is conceptualized in the view
the end of the line or cycle undergo an evaluation. of Tyler as a comparison of intended outcomes with
actual outcomes.
 Curriculum evaluation identifies the strengths and
weaknesses of an existing curriculum that will be the basis 3. Daniel Stufflebeam’s Context, Input, Process, Product
of the intended plan, design or implementation. This is Model (CIPP)
referred to as the need assessment.
 When evaluation is done in the middle of the curriculum  Context, Input, Process, Product (CIPP) model is one
development, it will tell if the designed or implemented of the oldest and thoroughly tested model which was
curriculum can produce or is producing the desired developed by Daniel Stufflebeam in the late 1960s.
results. This is related to monitoring. The model is based on “learning by doing”. CIPP
 Based on some standards, curriculum evaluation will guide model is a continuous effort to identify and correct
whether the results have equaled or exceeded the mistakes made in evaluation practice, and it is also
standards, thus can be labelled as success. This is the way to invent and test needed new procedures for
sometimes called terminal assessment. more effective practices.
 Curriculum evaluation provides information necessary for
teachers, school managers, curriculum specialist for policy 4. Stake Responsive Model
recommendations that will enhance achieved learning  Robert E. Stake created a system for carrying out
outcomes. This is the basis of decision making. evaluation in education in 1970s. (Popham, 1995).
TYPE OF CURRICULUM EVALUATION Stake’s responsive model is the model that “sacrifices
some precision in measurement, hopefully to increase
the usefulness of findings to persons in and around
 the program” (Stake, 2011, p.8). The evaluations are their concerns about the additional two years in secondary
considered to be responsive “if it orients more directly schooling.
to program activities than to program intents;
responds to audience requirement for information; and D. Bakit List: Why DepEd chose K-12 program?
if the different value-perspectives present are referred The succeeding sentences enumerate the major reasons
to in reporting the success and failure of the program” anchored on the evident realities in Philippine education
(Stake, 1975, p.14). behind the persistence of DepEd to push K-12 program:
 First, it highlights the inadequate mastery of basic
5. Scriven Consumer Oriented Evaluation. competencies acquired under the 2002 BEC. From the
previous decades, the results of national achievement
 Goal-free evaluation model was created in 1972 by tests and international examinations prove the claim that
Michael Scriven. At that time, for the more effective low performance of students in the Philippines points out
management practice of education, much money was the congested Basic Education Curriculum.
invested in education. ‘Goal-free evaluation” in  Second, Philippines was the only remaining country in Asia
program evaluation which is defined as “a model in with a 10 – year basic education program in 2010. Hence,
which official or stated program goals and objectives when a Filipino tries to find job abroad, graduates under
are withheld or screened from the evaluator” (Youker the old curriculum are likely marked as “not qualified.” Due
& Ingraham, 2013, p.51). Goals are defined as “broad to the lack of 2 years in basic education, they are not
statements of program’s purposes or expected considered as a professional overseas. Indeed, the
outcomes, usually not specific enough to be measured additional years in high school serves as an edge to be
and often concerning long-term rather than short-term globally competent.
expectations”
As written under the section 5 of the Enhanced Basic Education
Republic Act of 10533 otherwise known as the Enhanced Act of 2013, the following curricular strands which the
Basic Education Act of 2013 was signed into law by the curriculum developer adhered to in crating the K-12
President Benigno Aquino III (Gov ph., 2002). curriculum: learner-centered, inclusive and developmentally
appropriate; contextualized and global; relevant, responsive and
A. Vocabulary Time: Defining Curriculum Development and
research-based; culture-sensitive; adhere to the principles
Reform
and framework of the MTB-MLE; use spiral progression and
The content of this written report will be divided into four parts: lastly flexible enough to allow schools localize, indigenize
and enhanced the same based on their respected educational
A. Vocabulary Time: Defining Curriculum Development and and social context (Bilbao, Dayagbil and Corpuz, 2020).
Reform
D. The K-12 Curriculum: Core Curriculum and Senior High
In learning changes in the curriculum, the following interrelated School Curriculum
terms are always present thus it is important to know every term
correctly: curriculum development and respectively. According D.1. Core Curriculum
to Alvior (2014), curriculum development is a systematic
The contents of the table found on the next page were based on
process that serves as a way to attain improvement in every
the DepEd Memo13 s 2013 as cited in Bilbao, Dayagbil, Corpuz
education system of all countries. Under these developments,
(2020). Furthermore, it provides a brief description of the target
the purpose of reforms will take its entrance.
objectives and background of seven learning areas taken in
As stated in the Republic Act 10533 the 15 years of education both elementary and secondary levels
will consume: a year in Kindergarten education, six (6) years of
D.2. SENIOR HIGH SCHOOL CURRICULUM
elementary education, another six (6) years of secondary
education. This six-year secondary education is divided into two Through the Republic Act 10533 and the Enhanced Basic
levels, the Junior High School and Senior High School. Education Act of 2013 the Philippines formally introduce a new
curriculum commonly labeled as K-12 with the feature of
B. Transition of Education Curriculums in the Philippines
additional two years in high school to enhance both teaching
Diagram 1. Basic Education Curriculum versus Enhanced Basic and learning.
Education
D.1. CORE CURRICULUM

When former President Benigno Aquino III signed R.A. 10533

where the implementation of K-12 is included, majority of the
students, parents and other stakeholders immediately voiced
CURRICULAR REFORMS IN TEACHER EDUCATION UNIT 4: TRENDS AND ISSUES ON CURRICULUM AND
OUTCOME-BASED EDUCATION FOR TEACHER CURRICULUM DEVELOPMENT
PREPARATION CURRIICULUM
RESEARCHERS ON CURRICULUM DEVELOPMENT
TEACHING-LEARNING IN OBE (LOCAL)
 Teachers must prepare students adequately. TRENDS IN CURRICULUM DEVELOPMENT (PRIMARY AND
 Teacher must create a positive learning environment. SECONDARY LEVELS)
 Teachers must help their students to understand what
they have to learn, why they should learn it and how 1. 2002 Basic Education Curriculum
will they learn that they have learn it.Top of Form
The curriculum started with the review of the existing basic
 Teachers must use a variety of teaching method.
education curriculum in 1997 which took into consideration trend
 Teachers must provide students with enough
and Philippine’s realities. The Department of Education,
opportunities to use the new knowledge and skills that
they gain. Envisions every learner to be functionally literate, equipped with
 Teacher must help the students to bring each learning life skills, appreciative of arts and sports and imbued with the
to a personal closure that will make them aware of desirable values of a person who is makabayan, makatao,
what they learned. makakalikasan, at maka-Diyos.
ASSESSMENT OF LEARNING OUTCOMES IN OBE 1. Objectives – are expressed in terms of competences in
knowledge, skills and attitudes
Assessment in OBE should also be guided by the four principles 2. Content – is delivered using a variety of media and
of OBE which are clarity of focus, designing backwards, high resources.
expectations and expanded opportunity. 3. Materials – the use of multi-sensory is encouraged in
1. To be useful in OBE system, assessment should be teaching. Real objects, tri-dimensional models, audio-visual
guided by the following principles: and real-life situations are effective tools in delivery of the
2. Assessment procedure should be valid. Procedure teaching-learning process.
and tools should actually assess what one intends to 4. Teaching-learning process – considers the learners as
test. active partners rather than objects of teaching.
3. Assessment procedure should be reliable. The results 5. Evaluation – this will allow school to make adjustment with
should be consistent. regard to objectives, content, materials, teaching-learning
4. Assessment procedure should be fair. Cultural process in order to achieve desired learning outcomes.
background and other factors should not influence K TO 12:
5. Assessment procedure.
6. Assessment should reflect the knowledge and skills  STRENGTHENING EARLY CHILDHOOD
that are important to the students. EDUCATION (UNIVERSAL KINDERGARTEN).
7. Assessment should tell both the teachers and Every Filipino child now has access to early childhood
students now students are progressing. education through Universal Kindergarten. At 5 years
8. Assessment should support every student’s old, children start schooling and are given the means
opportunity to learn things that are important. to slowly adjust to formal education.
9. Assessment should allow individuality or uniqueness  MAKING THE CURRICULUM RELEVANT TO
to be demonstrated. LEARNERS (CONTEXTUALIZATION AND
10. Assessment should be comprehensive to cover a wide ENHANCEMENT). Examples, activities, songs,
range of learning outcomes. poems, stories, and illustrations are based on local
culture, history, and reality. This makes the lessons
LEARNER’S RESPONSIBILITY FOR LEARNING
relevant to the learners and easy to understand.
Students are responsible for their own learning and progress.  BUILDING PROFICIENCY THROUGH LANGUAGE
Nobody can learn for the learner. It is only the learner himself (MOTHER TONGUE-BASED MULTILINGUAL
who can drive himself/herself to learn, thus learning is a EDUCATION). Students are able to learn best through
personal matter. Teachers can only facilitate that learning, define their first language, their Mother Tongue (MT). Twelve
the learning outcome be achieved, and assist the students to (12) MT languages have been introduced for SY
achieve those outcomes. In terms of students’ perspectives 2012-2013: Bahasa Sug, Bikol, Cebuano,
there are common questions that will guide them as they learn Chabacano, Hiligaynon, Iloko, Kapampangan,
under the OBE Curriculum framework. To guide the students in Maguindanaoan, Meranao, Pangasinense, Tagalog,
OBE learning, they should ask themselves the following and Waray.
questions.  ENSURING INTEGRATED AND SEAMLESS
LEARNING (SPIRAL PROGRESSION).
As a student, Subjects are taught from the simplest concepts to
more complicated concepts through grade levels in
1. What do I have to learn? spiral progression.
2. Why do I have to learn it?  GEARING UP FOR THE FUTURE (SENIOR HIGH
3. What will I be doing while I am learning? SCHOOL). The choice of career track will define the
4. How will I know that I am learning, what I should be content of the subjects a student will take in Grades
learning? 11 and 12. SHS subjects fall under either the Core
5. Will I have any say in what I learn? Curriculum or specific Tracks.
6. How will I be assessed….
ISSUES AND CONCERNS IN CURRICULUM DEVELOPMENT
  Poor academic performance of learners GOALS
 Curriculum innovations lack the sense of ownership
from stakeholders. The main goal is to develop an inclusive, easily accessible and
 Some curricular innovations are results of bandwagon high-quality service, which is available to all, independent of
but are not well support by managers. wealth, gender, ethnicity and mental and physical aptitude. The
 Lack of regular monitoring and evaluation. vision of the Ministry of Education, Youth and Sports includes an
 Innovations results to teacher burn out. understanding of the critical need for education and training
 Innovations are communicated to all. systems to enable economic growth, improved employment
prospects and income-generating opportunities.
RESEARCHERS ON CURRICULUM DEVELOPMENT
(INTERNATIONAL) THE STRATEGY

Association of Southeast Asian Nations (ASEAN) is a regional The aim of the school curriculum is to develop fully the talents
grouping that promotes economic, political, and security and capacities of all students in order that they become able
cooperation among its ten members: Brunei, Cambodia, people, with parallel and balanced intellectual, spiritual, mental
Indonesia, Laos, Malaysia, Myanmar, the Philippines, and physical growth and development. In particular, when
Singapore, Thailand, and Vietnam which promotes students leave schools they should:
intergovernmental cooperation and facilitates economic,  Develop a love of learning that will enable them to pursue
political, security, military, educational, and sociocultural
employment and continue life-long learning;
integration among its members and other countries in Asia.
 Have attained a foundation knowledge of Khmer language,
ASEAN countries have a total population of 650 million people
Khmer literature and mathematics;
and a combined gross domestic product (GDP) of $2.8 trillion.
The curriculum development aims:
CURRICULUM DEVELOPMENT IN BRUNEI
 Have the knowledge, skills and attitudes necessary to improve
GOALS
and maintain their own physical and mental health and to
To produce and disseminate quality curriculum, based on the contribute to the improvement and maintenance of the health of
needs and aspirations of the country their families and wider society;
 Have the capacity to manage and take responsibility for their
And diversify curriculum materials to enhance the effectiveness own actions and decisions and be self-reliant;
of teaching and learning.  Appreciate the value and importance of Science, Technology,
Innovation and Creativity;
THE STRATEGY  Have employment related skills, an understanding of and
positive attitude towards work and a capacity to manage and
In this early evaluation of the SPN21 curriculum the main issues
work effectively and harmoniously with others;
discussed included: over-emphasis on examinations;
 Have the capacity to exercise judgment and responsibility in
assessment of affective skills; assessment of vocational and
matters of morality and a commitment to identifying,
technical subjects; use of informal assessments in school-based
 Analyzing and working towards solutions of problems
evaluations; moderation of marks for borderline students; the
experienced by their families and society,
relationship between formative and summative assessments;
 Have an understanding and appreciation of other people and
changes to teacher education courses that deal with school
other cultures, civilizations and histories that leads to the
assessments; and nationalization of the senior secondary
building of a public spirit characterized by equality and respect
school examinations.
for others’ rights;
The curriculum development aims:  Be active citizens and be aware of social changes,
understanding Cambodia’s system of government and the rule
 To study, plan and prepare school curriculum programs in of law, and demonstrating a spirit of national pride and love of
accordance with the national education policy. their nation, religion and king;
 To prepare and publish curriculum materials such as  Have an appreciation of and be able to protect and preserve
syllabi, teachers’ guides, textbooks, workbooks and their natural, social and cultural environment
teaching aids either in print or electronic medium.
 To trial and evaluate various plans and curriculum materials
in a controlled manner within the classroom.
CURRICULUM DEVELOPMENT IN THAILAND
 To evaluate and improve curricular programs and other
materials so as to determine their suitability and to monitor The year 2000 will be a year of learning reform in Thailand. In the
the quality of materials produced. previous decade, economic growth based on industrial production
 To guide the teachers in the use of prepared programs and was rapid, but did not enhance the overall quality of life for the
materials so that they are properly oriented in the use of majority of the population.
these materials.
 To disseminate information relating to a new practice and GOALS
innovation in curriculum development.
 To review, evaluate and recommend basic textbooks, Primary education in Thailand aims at developing the quality of life of
supplementary and reference books as well as other learners so that they can properly serve society, assuming their roles
teaching learning materials for use in schools. and responsibilities as good citizens under a democratic
 To undertake coverage on educational programs and constitutional monarchy. To achieve this goal, each learner is to be
documentations for use by schools and other interested equipped with the basic knowledge and skills necessary for: daily
parties. living; adjustment to social changes; good physical and mental
health; effective work and happy, peaceful living.
CURRICULUM DEVELOPMENT IN CAMBODIA
 who are knowledgeable and competent, who possess high moral
standards, and who are responsible and capable of achieving a high level
THE STRATEGY of personal well-being, as well as being able to contribute to the
betterment of the family, the society and the nation at large.
The objectives of the primary curriculum are to provide: (a) basic
education for all; (b) experiences useful for daily living; and (c) THE STRATEGY
education for national unity with common purposes. In this context,
local authorities are given the opportunity to develop part of the The school curriculum is expected to contribute to the holistic
curriculum – rendering it suitable for local conditions and needs. development of the individual (mental, emotional, physical, spiritual) by
imparting general knowledge and skills, fostering healthy attitudes and
The curriculum experiences provided for learners comprise five instilling accepted moral values.
areas:
 The national curriculum promotes unity through the use of a
 Tool subjects: Thai language and mathematics; single medium of instruction (the national language) and the
 Life experiences: the process of solving social and daily life provision of the same core subjects for all pupils in all schools
problems (with an emphasis on scientific process skills for better within the National Education System. However, the cultural
living); diversity of different ethnic groups in Malaysia is preserved
 Character development: activities necessary for developing through the existence of National Type Schools, which are
desirable habits, values, attitudes and behaviors leading to allowed to use other major ethnic languages as the medium of
an acceptable character; instruction.
 Work-oriented experiences: general and practical work  The underlying theoretical principle of national curriculum
experiences and basic knowledge for career preparation; formulation Is that of general education, using an integrated
 Special experiences: activities based on learners’ interests. approach in curriculum planning. The curriculum comprises
content and skills, with emphasis on the development of basic
Area 5 is provided for learners in grades five and six only. Experiences
skills, the acquisition of knowledge and thinking skills. Each
provided may include knowledge and skills selected from the other four
subject must also incorporate the inculcation of moral values
areas or activities based on learners’ interests, i.e. English for everyday
and attitudes and the correct use of Malay and other
life. Schools may select as many activities as desirable. The curriculum
languages, such as English, Chinese and Tamil.
aims to develop the following skills, knowledge and attitudes in learners,
 The Integrated approach is the main focus in the design of the
1. Basic learning skills, retention of literacy and mathematical Integrated Curriculum for Primary School and Integrated
skills; Curriculum for Secondary School. The elements of
2. Knowledge and understanding about self, the natural knowledge, skills and values are incorporated so as to bring the
environment and social changes; integrated development of the intellectual, spiritual, emotional
3. Ability to take care of personal and family health; and physical aspects of the individual.
4. Ability to identify causes of personal and family problems and to
CURRICULUM DEVELOPMENT IN SINGAPORE
apply scientific reasoning skills to suggest ways and means of
solving them; GOALS
5. Pride in being Thai, unselfishness, fair-mindedness and the
ability to live happily with others; In recent years, The Singapore Ministry of Education has sought to
6. Habits of reading and lifelong learning; loosen their control over the curriculum, encouraging schools to
7. Basic knowledge and work skills, good work habits and the consider the curriculum as a framework, and to adapt and work
ability to work co-operatively with others; within the framework to meet the needs of their students.
8. Knowledge and understanding of social conditions and changes
at home and in the community; ability to carry out the roles as a STRATEGIES
good family and community member; a sense of responsibility to
The Singapore Ministry of Education oversees the development of
conserve and develop the environment; to promote religion, arts
the national curriculum, which includes “Desired Outcomes of
and culture in the community.
Education.” The desired outcomes are student excellence in life
CURRICULUM DEVELOPMENT IN MALAYSIA skills, knowledge skills, and subject discipline knowledge organized
into eight core skills and values: character development, self-
The Education Act 1996 (Act 550, Laws of Malaysia) provides the management skills, social and cooperative skills, literacy and
fundamental basis for curriculum policies in Malaysia. It indicates the numeracy, communication skills, information skills, thinking skills and
specific laws and provisions that give direction to curriculum documents. creativity, and knowledge application skills.
These regulations are mandatory for all schools.
The primary school curriculum is focused on ensuring that students
have a:
 Good grasp of English language; Mother tongue language
(instruction in mother tongue language is available for Chinese,
GOALS Malay and Tamil speaking students); and Mathematics.
The country’s educational goals are manifested in the Malaysian There are also several additional curriculum elements, including:
National Education Philosophy (NEP) which states that:
 Civics and moral education;
Education in Malaysia is an on-going effort towards further  Pastoral care and career guidance;
developing the potential of individuals in a holistic and integrated manner  National education;
so as to produce individuals who are intellectually, spiritually, emotionally  Physical education;
and physically balanced and harmonious, based on a firm belief in and  Project work; and Science and social studies are incorporated in
devotion to God. Such an effort is designed to produce Malaysian citizens later phases of primary education.
CURRICULUM DEVELOPMENT IN INDONESIA Establish dialogue and community engagement mechanisms with the
communities for purposes of contextualized education situation Analysis
GOALS leading to community vision, mission, and goals for education
Vision of national education is to build a peaceful, democratic, strong, Education Planning with Communities
modern society to acquire science and technology to preserve national
arts and culture. While mission of national education is to strengthen the Contextualization and Learning Resources Development / Contextualized
socio-cultural Indonesian identity filled with dynamic creativity and the Learning Resources
ability to face globalization era.
CURRICULUM INDIGENIZATION
STRATEGIES
The Philippines is home to around on 110 Indigenous people’s
According to the government regulation no.25/2002, the central communities and approximately 6-8 million numbers of indigenous people
government draws the learner’s competence standard and controls the in the Philippine. The Department of Education (DepEd) recognizes the
national curriculum, the national evaluation and its realization of central importance of the Indigenous Knowledge Systems and Practices
guidelines; while local board of education develops learners’ competence (IKSPs) and Indigenous Learning System (ILS) for indigenous learners. In
standard in kindergarten, elementary school and high school level based pursuant to DepEd Order No. 62 “adopting the national Indigenous People
on the minimum competence which determined by the central government Education (IPED) Policy Framework” and DepEd Order No. 43, s. 2013
(Annita,2003). entitled Implementing Rules and Regulations of Republic Act No. 10533,
known as The Enhanced Basic Education Act of 2013, the Department of
Curriculum 2006 is aimed at achieving education objectives based on Education (DepEd) is adopting the enclosed Indigenous People Education
local characteristics and school circumstance. It is designed and Curriculum Framework. Their recognition of these in the basic education
implemented within the school itself. The development of curriculum 2006 system has been institutionalized through the adoption of the
follows national education standard to ensure the achievement of national National IPEd Policy Framework which states that the Department
education. National education standard includes content, process, shall “give due recognition to and promote the sustainability of
competency, educational staff, facility, management, budget, and indigenous learning systems” and “ adopt appropriate basic education
evaluation. Content and competence standard are important to design pedagogy, content and assessment through the integration of IKSPs in all
curriculum, syllabus and teaching material. And competence standard is a learning areas and processes.
minimum standard for the learner’s accomplishment of learning
objectives; the learner’s acquisition of knowledge and the learner’s
performance of specified behavior.
INTRODUCTION TO THE MATATAG CURRICULUM
CONTEXTUALIZATION OF THE CURRICULUM
The Matatag Curriculum is a comprehensive educational framework
They aim that students must learn in a child-friendly, gender- designed to equip Filipino students with the necessary knowledge, skills,
sensitive, safe and motivating environment; Teachers facilitate learning and values to thrive in the 21st century. It aims to foster a holistic
& constantly nurture every learner. development that encompasses academic excellence, personal well-
being, and active citizenship. This curriculum is a testament to the
According to Connell, curriculum is no longer a mere compilation of Philippines’ commitment to providing high-quality education that
instrumental aspects developed to transmit knowledge but rather a empowers students to become productive and responsible members of
process that also involves the everyday experiences which are lived in society. The Matatag Curriculum emphasizes a learner-centered
schools, all of which may contribute to students’ personal and educational approach, focusing on individual needs and promoting active engagement
development. in learning.
In the present there are many initiatives by the Department of Education, Overview of the Matatag Curriculum
and below are some of them:
The Matatag Curriculum is designed to be flexible and adaptable to the
Contextualizing Education at Various Levels diverse needs of Filipino learners. It is organized into three key stages:
Early Childhood Education, Elementary Education, and Secondary
1. K to 12 Framework Education. Each stage aims to build upon the foundation laid in the
a) MTB – Mother Tongue Based previous stage, fostering a seamless transition throughout the learning
b) SHS – Senior High School journey. The curriculum is aligned with the Philippine K to 12 Education
2. Programs (IPEd, Muslim Ed, SPED, Special Interest Programs, Program, a national initiative that aims to standardize and improve the
ALS) Learning Areas quality of basic education in the country. The Matatag Curriculum is rooted
The K to 12 curriculum framework highlights the fundamental importance in the principles of inclusivity, equity, and accessibility. It recognizes the
of context in shaping the curriculum. The of the K to 12 curriculum’s unique learning styles and experiences of students, ensuring that every
flexibility allows for the enhancement of the curriculum in relation to the student has the opportunity to reach their full potential.
diverse background of learners. Enhanced Basic Education Act of 2013 1. Learner-Centered Approach
(RA 10533), Section 5 says, “The DepEd shall adhere to the following
standards and principles in developing the enhanced basic education The Matatag Curriculum emphasizes active student participation and
curriculum: h)… flexible enough to enable and allow schools to localize, engagement in learning. It promotes critical thinking, problem-solving, and
indigenize and enhance the same based on their respective collaborative skills, preparing students for the challenges of the 21st
educational and social contexts.” The production and development of century.
locally produced teaching materials shall be encouraged and approval
of these materials shall devolve to the regional and division education
units.
2. Holistic Development
The Process of Contextualized Curriculum (’epEd Leyte, 2016)
The curriculum goes beyond academic subjects, fostering students’  TECHNOLOGY – Refers to a mix of processes and products
physical, emotional, and social well-being. It incorporates activities that used in the application of knowledge.
promote creativity, physical activity, and emotional intelligence.  *comes from the Greek word “techne” which means craft or art.
3. Values Integration EDUCATIONAL TECHNOLOGY
The Matatag Curriculum emphasizes Filipino values such as respect,  refers to the use of technology in teaching and learning.
honesty, and community engagement. These values are woven into all Includes both digital and non-digital technology.
subjects and activities, promoting responsible and ethical citizens.
1. Technology as a Tutor
4. Technology Integration
The curriculum encourages the use of technology in learning, equipping
students with the skills necessary to navigate the digital age. It
incorporates digital tools and platforms to enhance teaching and learning
experiences.
Key Objectives of the Matatag Curriculum
The Matatag Curriculum is designed to achieve several key objectives, all
of which contribute to the overall goal of creating well-rounded individuals 2. Technology as a Learning Tool
who can make meaningful contributions to society. The curriculum aims to
develop students’ cognitive abilities, fostering critical thinking, problem-
solving, and analytical skills. This will allow them to effectively process
information, make informed decisions, and adapt to changing
circumstances. Furthermore, the Matatag Curriculum seeks to cultivate
students’ social and emotional skills. This includes promoting empathy,
communication, collaboration, and conflict resolution. The curriculum also
prioritizes the development of students’ 21st-century skills, such as
creativity, innovation, adaptability, and digital literacy. These skills are 3. Technology as a Learning Tool
crucial for success in the rapidly changing world.
 Academic Excellence
To provide students with a solid foundation in core academic
subjects, such as math, science, language, and the arts,
ensuring they have the knowledge and skills to succeed in
higher education and their chosen careers.
 Personal Development
To foster students’ personal growth, promoting their physical,
emotional, and social well-being. The curriculum encourages
self-awareness, resilience, and healthy decision-making.
 Active Citizenship
ROLES OF TECHNOLOGY FOR TEACHING AND LEARNING
SEVEN CREATIVE STRATEGIES (Osborn, 1963)
1. Substitute ---be resourceful
EDUCATIONAL TECHNOLOGY
2. Combine ----creating new
Technology for Teaching and Learning
3. Adapt ---finding other ways
4. Modify/Magnify/Minify --- think outside of the box
DepEd Order No. 42, s. 2017
5. Put to another use ---be flexible
 Mandates the use of the Philippine Professional Standard for
Teachers (PPST) to start with the Beginning Teachers who are 6. Eliminate ---simplicity is beauty
fresh graduates from the Teacher Education Program
7. Reverse ---look into different perspectives
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
THREE CATEGORIES OF ICT TECHNOLOGY:
Domain 1, Content Knowledge and Pedagogy, is composed of seven
strands: 1. Information Technology ---computers

 Positive use of ICT 2. Telecommunication Technologies ----telephones, satellite, etc.

(via electrical/light signals)
Domain 4, Curriculum and Planning, includes five strands:
3. Networking Technologies ---internet (via internet signal)
 Teaching and learning resources including ICT

The DICT Roadmap

What is Technology?
 Under Republic Act No. 10844, otherwise known as the Development and Use of ICT/Digital Tools for Teaching and
“Department of Information and Communications Technology
Act of 2015”, which was signed into law on 23 May 2016. Learning

ICT4E 1. Using QR Code

•The ICT for Education (ICT4E) is a program that supports all the  QR code stands for ‘Quick Response” code which is a code
efforts of the education sector in incorporating the use of ICT as well created by Japanese corporation Denso-Wave in 1994.
as in determining and gaining access to the infrastructure (hardware,
2. Using Infographic
software, telecommunications facilities, and others) which are
necessary to use and deploy learning technologies at all levels of  Is a visual representation or an image such as diagram, chart or
education. picture representing information or data.
Setting Up an Educational Technology Room 3. Creating ePortfolio
Safety issues on the use of ICT including E-SAFETY rules  ePortfolio is one good means of keeping things in order and to
monitor the progress and development of students.
Major Risks in the Use of ICT and e-Networking
Digital Literacy Skills in The 21st Century
1.Exposure to inappropriate content
DIGITAL LITERACY
2. Lifestyle websites (self-harm)
Digital Literacy is about being able to make sense (meaning use) of
3. Cyber-bullying in all forms, receiving sexually explicit images or
digital media.
messages;
Types of Digital Literacies
4. Privacy issues
 Media Literacy
5. Health and well being
 Information Literacy
6. Prolonged exposure to online technologies, particularly at an early  ICT Literacy
age;  Identity Management
 Learning Skills
7. Addiction to gambling and gaming;  Digital Scholarship
8. Theft and fraud from activities such as phishing;
9. Viruses, Trojans, spyware and other malware;
10. Social pressure to maintain online networks via texting and social Four Cs of the 21st Century Skills
networking sites.
 Critical thinking
MINOR MISUSES OF ICT  Creativity
 Communication
Copying information into assignment and failing to acknowledge the  Collaboration
source
FLEXIBLE LEARNING ENVIRONMENT
Downloading materials not relevant to their studies
The Different Learning Platforms
Misconduct associated with subject logins, such as using someone
else’s password  Google classroom
 Edmodo
Leaving a mobile phone turned on during class period  Schoology
Unauthorized taking of pictures or images with mobile phone camera,  Moodle
still or moving  MS Teams

Development and Use of Non-digital or Conventional Materials THE DIFFERENCE BETWEEN SYNCHRONOUS AND
ASYNCHRONOUS LEARNING
Examples of Conventional or Non-digital Materials
Synchronous
1. Diorama
 Students can ask question in real time
2. Nature Table  Students feel strong sense of collaboration, community,
and connection to their peers when they all learn together.
3. Writing Board
Asynchronous
4. Flip chart
 Students can learn anytime, anywhere and at the pace
5. Zigzag board they want.
 Students can access recorded lectures, Power Point slides
6. Wall Display or reading assignments on their own time
7. Rope and Pole Display Board Blended Learning
  The term blended learning is generally applied to the
practice of using both online and in-person learning
experiences when teaching students.
Kinds of Blended Learning
1. Face-to-Face Driver
2. Rotation
3. Flex
4. Online Lab
5. Self-Blend
6. Online Driver
Theories and Principles in the Use And Design of Technology –
Driven Lessons
Edgar Dale’s Cone of Experience

INTELLECTUAL PROPERTY RIGHTS ON THE DEVELOPMENT

AND USE OF DIGITAL MATERIALS

Jerome Bruner’s 3-tiered Model of learning Intellectual Property pertains to any original creation of the human
intellect.
Intellectual property rights - protect the economic development of a
country by promoting healthy competition and encouraging industrial
development and economic growth.
Types of Intellectual Property Rights
1. Copyrights – the legal right of the owner for his/her original work
2. Patents – property rights on inventions
3. Trademarks – brand or identity right
4. Trade Secrets – protection for confidential information
The Eight M’s of Teaching
5. Plagiarism - It is an act of fraud; it involves both stealing someone
1. Milieu ---environment else's work and lying about it afterward.
2.Matter ---content
3.Method ---strategy Erikson’s Psychosocial Stages of Development
4.Material ---resource Overview of Erikson’s Stages of Development
5.Media ---communication Erikson believed that personality developed in a series of stages.
Unlike Freud’s theory of psychosexual stages, however, Erikson’s
6.Motivation ---interest
theory described the impact of social experience across the whole
7. Mastery ---expertise lifespan. Erikson was interested in how social interaction and
relationships played a role in the development and growth of human
8.Measurement ---evidence of learning beings.
Erikson’s Stages of Development
TPACK FRAMEWORK Stage 1: Trust vs. Mistrust (Infancy from birth to 18 months)
Stage 2: Autonomy vs. Shame and Doubt (Toddler years from 18
months to three years)
Stage 3: Initiative vs. Guilt (Preschool years from three to five) The first stage of Erikson’s theory of psychosocial development
occurs between birth and 1 year of age and is the most fundamental
Stage 4: Industry vs. Inferiority (Middle school years from six to 11) stage in life. Because an infant is utterly dependent, developing trust
is based on the dependability and quality of the child’s caregivers.
Stage 5: Identity vs. Confusion (Teen years from 12 to 18)
Outcomes
Stage 6: Intimacy vs. Isolation (Young adult years from 18 to 40)
If a child successfully develops trust, the child will feel safe and
Stage 7: Generativity vs. Stagnation (Middle age from 40 to 65)
secure in the world.2 Caregivers who are inconsistent, emotionally
Stage 8: Integrity vs. Despair (Older adulthood from 65 to death) unavailable, or rejecting contribute to feelings of mistrust in the
children under their care. Failure to develop trust will result in fear
 Erikson’s theory was based on what is known as the epigenetic and a belief that the world is inconsistent and unpredictable.
principle. This principle suggests that people grow in a
sequence that occurs over time and in the context of a larger During the first stage of psychosocial development, children develop
community. a sense of trust when caregivers provide reliability, care, and
affection. A lack of this will lead to mistrust.
Conflict During Each Stage
Stage 2: Autonomy vs. Shame and Doubt
Each stage in Erikson’s theory builds on the preceding stages and
paves the way for following periods of development. In each stage, The second stage of Erikson’s theory of psychosocial development
Erikson believed people experience a conflict that serves as a turning takes place during early childhood and is focused on children
point in development. In Erikson’s view, these conflicts are centered developing a greater sense of personal control.
on either developing a psychological quality or failing to develop that
quality. During these times, the potential for personal growth is high
but so is the potential for failure. The Role of Independence
At this point in development, children are just starting to gain a little
If people successfully deal with the conflict, they emerge from the independence. They are starting to perform basic actions on their
stage with psychological strengths that will serve them well for the own and making simple decisions about what they prefer. By allowing
rest of their lives. If they fail to deal effectively with these conflicts, kids to make choices and gain control, parents and caregivers can
they may not develop the essential skills needed for a strong sense help children develop a sense of autonomy.
of self. Potty Training
Mastery Leads to Ego Strength The essential theme of this stage is that children need to develop a
Erikson also believed that a sense of competence motivates sense of personal control over physical skills and a sense of
behaviors and actions. Each stage in Erikson’s theory is concerned independence. Potty training plays an important role in helping
with becoming competent in an area of life. children develop this sense of autonomy.

If the stage is handled well, the person will feel a sense of mastery, Outcomes
which is sometimes referred to as ego strength or ego quality. If the Children who struggle and who are shamed for their accidents may
stage is managed poorly, the person will emerge with a sense of be left without a sense of personal control. Success during this stage
inadequacy in that aspect of development. of psychosocial development leads to feelings of autonomy; failure
results in feelings of shame and doubt.
Finding Balance
Children who successfully complete this stage feel secure and
confident, while those who do not are left with a sense of inadequacy
and self-doubt. Erikson believed that achieving a balance between
autonomy and shame and doubt would lead to will, which is the belief
that children can act with intention, within reason and limits.
Stage 3: Initiative vs. Guilt
The third stage of psychosocial development takes place during the
preschool years. At this point in psychosocial development, children
begin to assert their power and control over the world through
directing play and other social interactions.
Children who are successful at this stage feel capable and able to
lead others. Those who fail to acquire these skills are left with a
sense of guilt, self-doubt, and lack of initiative.
Outcomes
The major theme of the third stage of psychosocial development is
that children need to begin asserting control and power over the
Stage 1: Trust vs. Mistrust environment. Success in this stage leads to a sense of purpose.
Children who try to exert too much power experience disapproval, Stage 8: Integrity vs. Despair
resulting in a sense of guilt
The final psychosocial stage occurs during old age and is focused on
Stage 4: Industry vs. Inferiority reflecting back on life.2 At this point in development, people look
back on the events of their lives and determine if they are happy with
The fourth psychosocial stage takes place during the early school the life that they lived or if they regret the things they did or didn’t do.
years from approximately ages 5 to 11. Through social interactions,
children begin to develop a sense of pride in their accomplishments Erikson’s theory differed from many others because it addressed
and abilities. development throughout the entire lifespan, including old age. Older
adults need to look back on life and feel a sense of fulfillment.
Children need to cope with new social and academic demands. Success at this stage leads to feelings of wisdom, while failure
Success leads to a sense of competence, while failure results in results in regret, bitterness, and despair.
feelings of inferiority.
Outcomes
Children who are encouraged and commended by parents and
teachers develop a feeling of competence and belief in their skills. Freud’s Stages of Human Development
Those who receive little or no encouragement from parents,
teachers, or peers will doubt their abilities to be successful. According to the famous psychoanalyst Sigmund Freud, children go
through a series of psychosexual stages that lead to the
Stage 5: Identity vs. Confusion development of the adult personality. Freud’s stages of human
development, which consisted of five psychosexual stages of
The fifth psychosocial stage takes place during the often turbulent development, described how personality developed over the course
teenage years. This stage plays an essential role in developing a of childhood.
sense of personal identity which will continue to influence behavior
and development for the rest of a person’s life. Teens need to During the five psychosexual stages, which are the oral, anal, phallic,
develop a sense of self and personal identity. Success leads to an latent, and genital stages, the erogenous zone associated with each
ability to stay true to yourself, while failure leads to role confusion stage serves as a source of pleasure.
and a weak sense of self.
Psychosexual energy, or the libido, was described as the driving
Stage 6: Intimacy vs. Isolation force behind behavior.
Young adults need to form intimate, loving relationships with other The Anal Stage
people. Success leads to strong relationships, while failure results in
loneliness and isolation. This stage covers the period of early Age Range: 1 to 3 years
adulthood when people are exploring personal relationships.2
Erogenous Zone: Bowel and Bladder Control
Erikson believed it was vital that people develop close, committed
During the anal stage, Freud believed that the primary focus of the
relationships with other people. Those who are successful at this step
libido was on controlling bladder and bowel movements. The major
will form relationships that are enduring and secure.
conflict at this stage is toilet training—the child has to learn to control
Building On Earlier Stages their bodily needs. Developing this control leads to a sense of
accomplishment and independence.
Remember that each step builds on skills learned in previous steps.
Erikson believed that a strong sense of personal identity was According to Freud, success at this stage is dependent upon the way
important for developing intimate relationships. Studies have in which parents approach toilet training. Parents who utilize praise
demonstrated that those with a poor sense of self tend to have less and rewards for using the toilet at the appropriate time encourage
committed relationships and are more likely to struggler with positive outcomes and help children feel capable and productive.
emotional isolation, loneliness, and depression.
The Phallic Stage
Successful resolution of this stage results in the virtue known as
Age Range: 3 to 6 Years
love. It is marked by the ability to form lasting, meaningful
relationships with other people. Erogenous Zone: Genitals
Stage 7: Generativity vs. Stagnation Freud suggested that during the phallic stage, the primary focus of
the libido is on the genitals. At this age, children also begin to
Adults need to create or nurture things that will outlast them, often by
discover the differences between males and females.
having children or creating a positive change that benefits other
people. Success leads to feelings of usefulness and Freud also believed that boys begin to view their fathers as a rival for
accomplishment, while failure results in shallow involvement in the the mother’s affection. The Oedipus complex describes these
world. feelings of wanting to possess the mother and the desire to replace
the father. However, the child also fears that he will be punished by
During adulthood, we continue to build our lives, focusing on our
the father for these feelings, a fear Freud termed castration anxiety.
career and family. Those who are successful during this phase will
feel that they are contributing to the world by being active in their The term Electra complex has been used to describe a similar set of
home and community.2 Those who fail to attain this skill will feel feelings experienced by young girls. Freud, however, believed that
unproductive and uninvolved in the world. girls instead experience penis envy.
Care is the virtue achieved when this stage is handled successfully. The Latent Period
Age Range: 6 to Puberty only on understanding how children acquire knowledge, but also on
understanding the nature of intelligence. Piaget’s stages are:
Erogenous Zone: Sexual Feelings Are Inactive
Sensorimotor stage: Birth to 2 years
During this stage, the superego continues to develop while the id’s
energies are suppressed. Children develop social skills, values, and Preoperational stage: Ages 2 to 7
relationships with peers and adults outside of the family.
Concrete operational stage: Ages 7 to 11
The development of the ego and superego contributes to this period
of calm. The stage begins around the time that children enter school Formal operational stage: Ages 12 and up
and become more concerned with peer relationships, hobbies, and
Piaget believed that children take an active role in the learning
other interests.
process, acting much like little scientists as they perform
experiments, make observations, and learn about the world.

The latent period is a time of exploration in which the sexual energy Piaget vs. Vygotsky
is repressed or dormant. This energy is still present, but it is
Piaget’s theory differs in important ways from those of Lev Vygotsky,
sublimated into other areas such as intellectual pursuits and social
another influential figure in the field of child development. Vygotsky
interactions. This stage is important in the development of social and
acknowledged the roles that curiosity and active involvement play in
communication skills and self-confidence.
learning, but placed greater emphasis on society and culture.
As with the other psychosexual stages, Freud believed that it was
Piaget felt that development is largely fueled from within, while
possible for children to become fixated or “stuck” in this phase.
Vygotsky believed that external factors (such as culture) and people
Fixation at this stage can result in immaturity and an inability to form
(such as parents, caregivers, and peers) play a more significant role.
fulfilling relationships as an adult.
The Sensorimotor Stage of Cognitive Development – Birth to 2
The Genital Stage
Years
Age Range: Puberty to Death
During this earliest stage of cognitive development, infants and
Erogenous Zone: Maturing Sexual Interests toddlers acquire knowledge through sensory experiences and
manipulating objects. A child’s entire experience at the earliest period
The onset of puberty causes the libido to become active once again. of this stage occurs through basic reflexes, senses, and motor
During the final stage of psychosexual development, the individual responses.
develops a strong sexual interest in the opposite sex. This stage
begins during puberty but last throughout the rest of a person’s life. Major characteristics and developmental changes during this stage:

Where in earlier stages the focus was solely on individual needs,  Know the world through movements and sensations
interest in the welfare of others grows during this stage. The goal of  Learn about the world through basic actions such as sucking,
this stage is to establish a balance between the various life areas. grasping, looking, and listening
 Learn that things continue to exist even when they cannot be
If the other stages have been completed successfully, the individual seen (object permanence)
should now be well-balanced, warm, and caring.  Realize that they are separate beings from the people and
objects around them
Unlike many of the earlier stages of development, Freud believed  Realize that their actions can cause things to happen in the
that the ego and superego were fully formed and functioning at this world around them
point. Younger children are ruled by the id, which demands
immediate satisfaction of the most basic needs and wants. Piaget believed that developing object permanence or object
constancy, the understanding that objects continue to exist even
Teens in the genital stage of development are able to balance their when they cannot be seen, was an important element at this point of
most basic urges against the need to conform to the demands of development.
reality and social norms.
The Preoperational Stage of Cognitive Development – 2 to 7
Rationalization as a Defense Mechanism Years
Sigmund Freud described rationalization as a defense mechanism The foundations of language development may have been laid during
and the ego’s attempt to make a particular action acceptable to the the previous stage, but the emergence of language is one of the
superego—the part of a person demanding moral behavior. He also major hallmarks of the preoperational stage of development.3
explained some motives for behavior are too uncomfortable or painful
for people to face. An adult might be afraid of the dark as a result of Major characteristics and developmental changes during this stage:
being molested at night during childhood. That person might
rationalize the fear by emphasizing that being unable to see one’s  Begin to think symbolically and learn to use words and
surroundings is dangerous or by pointing out most burglaries occur at pictures to represent objects
night. According to Freud, understanding the unconscious  Tend to be egocentric and struggle to see things from the
motivations for behavior is an important precursor to healing perspective of others
 Getting better with language and thinking, but still tend to
Piaget’s 4 Stages of Cognitive Development think in very concrete terms
Jean Piaget’s theory of cognitive development suggests that children At this stage, kids learn through pretend play but still struggle with
move through four different stages of learning. His theory focuses not logic and taking the point of view of other people. They also often
struggle with understanding the idea of constancy. During this stage,
children also become less egocentric and begin to think about how Key Factors for Social Learning Success
other people might think and feel
The following steps are involved in the observational learning and
modeling process:3
The Formal Operational Stage of Cognitive Development – Age Attention: In order to learn, you need to be paying attention. Anything
12 and Up that distracts your attention is going to have a negative effect on
observational learning.
The final stage of Piaget’s theory involves an increase in logic, the
ability to use deductive reasoning, and an understanding of abstract Retention: The ability to store information is also an essential part of
ideas.3 At this point, adolescents and young adults become capable the learning process.
of seeing multiple potential solutions to problems and think more
scientifically about the world around them. Reproduction: Once you have paid attention to the model and
retained the information, it is time to actually perform the behavior
Major characteristics and developmental changes during this you observed.
time:
Motivation: Finally, for observational learning to be successful, you
 Begins to think abstractly and reason about hypothetical have to be motivated to imitate the behavior that has been modeled.
problems Reinforcement and punishment play an important role in motivation.
 Begins to think more about moral, philosophical, ethical,
social, and political issues that require theoretical and Bronfenbrenner’s Ecological Systems Theory
abstract reasoning
Bronfenbrenner’s ecological systems theory posits that an
 Begins to use deductive logic, or reasoning from a general
individual’s development is influenced by a series of interconnected
principle to specific information
environmental systems, ranging from the immediate surroundings
The ability to thinking about abstract ideas and situations is the key (e.g., family) to broad societal structures (e.g., culture).
hallmark of the formal operational stage of cognitive development.
These systems include the microsystem, mesosystem, exosystem,
The ability to systematically plan for the future and reason about
macrosystem, and chronosystem, each representing different levels
hypothetical situations are also critical abilities that emerge during
of environmental influences on an individual’s growth and behavior
this stage.
Key Takeaways
Social Learning
Theory  The theory views child development as a complex system of
relationships affected by multiple levels of the surrounding
Social learning
environment.
theory, introduced by
 Bronfenbrenner divided the environment into five systems:
psychologist Albert
microsystem, mesosystem, exosystem, macrosystem, and
Bandura, proposed
chronosystem.
that learning occurs
 The microsystem is the most influential level, encompassing the
through observation,
child’s immediate environment such as family and school.
imitation, and
 The theory has significant implications for educational practice
modeling and is
and understanding diverse developmental contexts.
influenced by factors such as attention, motivation, attitudes, and
emotions. The theory accounts for the interaction of environmental 1. The Microsystem
and cognitive elements that affect how people learn.1
The microsystem is the first level of Bronfenbrenner’s theory and is
The theory suggests that learning occurs because people observe the things that have direct contact with the child in their immediate
the consequences of other people’s behaviors. Bandura’s theory environment. It includes the child’s most immediate relationships and
moves beyond behavioral theories, which suggest that all behaviors environments. For example, a child’s parents, siblings, classmates,
are learned through conditioning, and cognitive theories, which teachers, and neighbors would be part of their microsystem.
consider psychological influences such as attention and memory.
Relationships in a microsystem are bi-directional, meaning other
Bandura’s theory believed that direct reinforcement could not account people can influence the child in their environment and change other
for all types of learning. people’s beliefs and actions
For example, children and adults often exhibit learning for things with 2. The Mesosystem
which they have no direct experience. Even if you have never swung
a baseball bat in your life, you would probably know what to do if The mesosystem is where a person’s individual microsystems do not
someone handed you a bat and told you to try to hit a baseball. This function independently but are interconnected and assert influence
is because you have seen others perform this action either in person upon one another. The mesosystem involves interactions between
or on television. different microsystems in the child’s life. These interactions can have
significant impacts on the child’s development.
Core Concepts of Social Learning Theory
3. The Exosystem
There are three core concepts at the heart of social learning theory.
First is the idea that people can learn through observation. Next is  The exosystem is a component of the ecological systems theory
the notion that internal mental states are an essential part of this developed by Urie Bronfenbrenner in the 1970s.
process. Finally, this theory recognizes that just because something  It incorporates other formal and informal social structures such
has been learned, it does not mean that it will result in a change in as local governments, friends of the family, and mass media.
behavior.
 While not directly interacting with the child, the exosystem still
influences the microsystems.

4. The Macrosystem
The macrosystem focuses on how cultural elements affect a child’s
development, consisting of cultural ideologies, attitudes, and social
conditions that children are immersed in.
Beliefs about gender roles, individualism, family structures, and
social issues establish norms and values that permeate a child’s
microsystems.
5. The Chronosystem
The fifth and final level of Bronfenbrenner’s ecological systems
theory is known as the chronosystem.
The chronosystem relates to shifts and transitions over the child’s
lifetime. These environmental changes can be predicted, like starting
school, or unpredicted, like parental divorce or changing schools
when parents relocate for work, which may cause stress
Classical and Operant Conditioning
Operant conditioning is a learning method in which a specific
behavior is associated with either a positive or negative
consequence. This form of learning links voluntary actions with
receiving either a reward or punishment, often to strengthen or
weaken those voluntary behaviors.
Classical conditioning is a learning process focused more on
involuntary behaviors, using associations with neutral stimuli to
evoke a specific involuntary response.