finalized-narrative-report-foundations-of-curriculum-development.docx
- 1. Republic of the Philippines Eastern Visayas State University College of Education Tacloban City CURRICULUM AND ASSESSMENT FOR PHYSICAL EDUCATION AND HEALTH EDUCATION FOUNDATIONS OF CURRICULUM DEVELOPMENT By: CORALES, DANILIN TAGUPA, ANGELY AQUINO, KRISTEL ODEVILAS, JAVA JAVA, ROBIN
- 2. PHILOSOPHICAL FOUNDATION: A. Perennialism -is built around the belief that certain universal truths and knowledge remain relevant across time. AIM: Intellectual and moral development: The primary goal is to cultivate students’ intellectual capacities and moral reasoning. It aims to teach students how to think critically and reflect on the human condition. Pursuit of timeless knowledge: Perennialism seeks to engage students with enduring ideas and works that have withstood the test of time, encouraging them to explore universal truths and concepts rather than focusing on transient, contemporary issues. ROLE: Teacher’s Role: In Perennialism, the teacher is a guide and intellectual authority, responsible for introducing students to the great works of literature, philosophy, and science. The teacher facilitates deep discussions and encourages students to engage with complex ideas. Student’s Role: Students are active participants in their own intellectual growth. They are expected to grapple with challenging material, engage in debates, and reflect on broader philosophical questions. The role is one of active learning and critical engagement. FOCUS: Classical education and Great Books: The focus of the curriculum is on classical texts, literature, and philosophical works that are considered foundational to Western thought (e.g., Plato, Aristotle, Shakespeare). Timeless truths: The curriculum emphasizes ideas and concepts that transcend historical periods, encouraging students to develop critical thinking, reasoning, and moral understanding. Humanistic subjects: There is a strong focus on subjects like philosophy, literature, and history, which are seen as tools for understanding human nature and society. TREND: Socratic teaching methods: The trend of fostering critical thinking through discussion-based, Socratic teaching aligns with Perennialism’s focus on reasoning and debate. B. Essentialism
- 3. is centered on teaching the fundamental knowledge and skills that are deemed necessary for students to become productive members of society. It emphasizes traditional academic subjects and structured learning. AIM: Building foundational knowledge and skills: The goal of Essentialism is to ensure that students master core subjects such as reading, writing, mathematics, science, and history. The aim is to prepare students with the essential knowledge they need to function effectively in society and the workforce. Cultural literacy and discipline: Another key objective is to promote cultural literacy and instill values such as hard work, discipline, and respect for authority. ROLE: Teacher’s Role: In Essentialism, the teacher plays the role of an authoritative figure who imparts knowledge to students. Teachers direct learning through structured lessons, lectures, and assessments, ensuring students meet academic standards. Student’s Role: Students are expected to be diligent learners, absorbing the information taught by the teacher and mastering the essential content. The student’s role is often more passive compared to progressive or inquiry-based models, where independent thinking may be encouraged. FOCUS: Core subjects: The curriculum focuses on traditional subjects like mathematics, science, language arts, and social studies. These are seen as critical for developing basic literacy, numeracy, and a well-rounded understanding of the world. Mastery of content: Essentialism emphasizes the mastery of essential knowledge through repetition, practice, and testing. It is heavily content-driven, ensuring students have a solid grounding in facts, skills, and procedures. Character development: There is a strong emphasis on moral values, discipline, respect for authority, and patriotism. Essentialism often integrates these qualities into the curriculum through structured environments and teacher-guided activities. TREND: STEM education: The increasing emphasis on STEM (Science, Technology, Engineering, and Mathematics) aligns with Essentialism’s focus on core academic subjects and the need for practical, career-oriented skills in the modern world. - Criticism for being too rigid: Despite its widespread application, Essentialism has been critiqued for being too rigid, particularly in its emphasis on rote memorization and standardized testing, potentially limiting creativity and critical thinking. C. Progressivism
- 4. is a philosophical movement that advocates for reform and improvement in political, social, and educational systems through progressive change and innovation. AIM: Progressivism aims to prepare students to actively and thoughtfully participate in society. It helps them develop critical thinking, problem-solving skills, and a sense of responsibility. The goal is to create individuals who can adapt to a changing world, improve themselves, and contribute to society. ROLE: Teachers: Teachers act as guides, helping students explore, ask questions, and learn through experience. They create environments that encourage creativity and teamwork. Students: Students take charge of their learning by exploring and applying what they learn in real-life situations. They aren’t just listeners; they are active participants in their education. TRENDS: Hands-on Learning: Students learn through practical experiences like projects and experiments. Teamwork: Students work together, learning from each other while solving problems. Technology: Digital tools are used to make learning more interactive and engaging. Flexible Curriculum: Lessons are adjusted based on what students need and are interested in. Social Awareness: Students are taught to question society and think about issues like fairness and justice. FOCUS: Student-Centered: The focus is on each student’s needs and interests to help them grow. Problem-Solving: Students learn how to think critically and solve real-life problems. Social Skills: Education helps students learn to communicate, work with others, and be responsible citizens. Whole Child Development: Progressivism focuses on developing not just academics, but also emotional, social, and physical growth. D. Reconstructionism is an approach to education that focuses on solving social problems. It teaches students to understand and improve the world by addressing issues like inequality, poverty, and injustice. AIM:
- 5. The goal is to prepare students to make the world a better place. It encourages them to think about and solve social problems, so they can help create a more fair and just society. ROLE: Teacher’s Role: Teachers guide students to think about real-world issues and inspire them to take action. They help students understand problems in society and how to fix them. Student’s Role: Students are encouraged to be active learners, thinking about how to solve problems in the world and take part in making changes. TRENDS: Social Justice: Focus on teaching students about fairness, equality, and fighting against problems like racism and poverty. Community Projects: Students work on real-world projects that help their communities. Critical Thinking: Students are taught to question the world around them and think of ways to improve it. Global Awareness: Learning about global problems like climate change and human rights issues. FOCUS: Social Change: The focus is on creating students who will work to improve society. Questioning: Students are taught to question things and not just accept the way they are. Taking Action: It’s not just about learning, but also doing something to help solve problems. Caring: Students learn to care about others and feel responsible for helping to make things better. HISTORICAL FOUNDATION: Franklin Bobbit (1976-1956) The curriculum development started when Bobbit wrote his book titled The Curriculum. Bobbit believed that curriculum should be scientifically designed to meet students’ specific needs and prepare them for adulthood. His approach emphasized clear objectives, organized activities, and a focus on societal needs and job requirements. He advocated for differentiated programs to cater to students’ varying abilities and aspirations.
- 6. Werrett Charters (1875-1952) Charters, a contemporary of Bobbitt, believed in a scientific approach to curriculum that prioritized student needs. He emphasized aligning objectives with activities and using “activity analysis” to identify specific knowledge, skills, and values required for successful participation in social activities. This approach led to a more structured and purposeful curriculum design. William Kilpatrick (1875-1952) Kilpatrick, a proponent of progressive education, believed that curriculum should be child-centered and focused on purposeful activities. He introduced the “project method,” where students worked on meaningful projects to develop social relationships and academic skills. This approach emphasized student-driven learning and challenged traditional teacher-centered methods. Harold Rugg (1886-1960) Rugg believed that education should focus on the whole child and advocated for a child-centered approach. He emphasized clear objectives, related activities, and the importance of social studies for developing informed citizens. Rugg promoted social studies integration and a social justice perspective, encouraging students to investigate social problems. He also emphasized the importance of teacher planning for a cohesive learning experience. Hollis Caswell (1901-1989) Caswell believed that curriculum should be engaging and relevant to students’ lives. He advocated for curriculum organized around social functions, themes, and student interests. Caswell emphasized the interconnectedness of curriculum, instruction, and learning, and the importance of aligning curriculum with student needs. He also advocated for teacher training and professional development. His work contributed to a more student-centered approach to curriculum design. Ralph Tyler (1902-1994) Tyler viewed curriculum as a science driven by school philosophy and student needs. He emphasized the alignment of curriculum and instruction, organized subject matter in terms of knowledge, skills, and values, and prioritized problem-solving. Tyler advocated for generalist education and developed the “Tyler Rationale” for curriculum design, which focuses on defining objectives, selecting experiences, organizing experiences, and evaluating outcomes. He emphasized objective assessment and data-driven decision-making.
- 7. Hilda Taba (1902-1967) Taba focused on developing students’ deep understanding of concepts and critical thinking skills in social studies. She advocated for a curriculum that promotes active citizenship, social justice, and inclusivity. Taba emphasized the importance of helping students analyze information, understand different perspectives, and solve problems. Peter Oliva (1992-2012) Oliva believed that making changes to the curriculum should be a team effort involving teachers, curriculum specialists, and others. He stressed the importance of working together to create and implement effective curriculum. Oliva thought that collaboration can lead to significant improvements in education. He also emphasized the need for ongoing support and training for teachers to ensure that the curriculum is relevant and effective. Oliva’s ideas build on the work of previous curriculum theorists, focusing on aligning curriculum with clear learning objectives and effective teaching methods. Historical Foundations of Curriculum in the Philippines Pre-spanish (Before 1521) survival, conformity, and enculturation informal-practical training Spanish-Devised (1521-1896) promote Christianity and Spanish language formal religious education American (1898-1935) teach democracy, separation of state and church, public school system formal which focuses in 3R's good moral and right conduct, hygiene and sanitation, and English as medium of instruction. Commonwealth (1935-1946) develop moral character, vocational efficiency, preparation for independence formal and vocational education Japanese (1941-1944) love of labor, military training formal education and vocational training Liberation (1944-1946)
- 8. morality, responsibilty, helping the community and culture heritage. formal and vocational Philippine 3rd Republic (1946-1972) appreciation of culture, preservation of culture heritage, use of Filipino books and literature, and bilingualism formal and vocational The New Society (1972-2012) love of country, duties of citizenship, self-discipline formal and vocational K-12 (2012-present) product of the need to compete international standards Matatag Curriculum (2024-2025) aims to address the shortcomings of the existing K-12 curriculum by enhancing educational relevance and inclusivity. This transition reflects a broader response to societal needs and educational demands. ensures that students develop basic literacy and numeracy skills, offering them the right balance of academic and extracurricular activities. PSYCHOLOGICAL FOUNDATION Edward Thorndike (1874-1949) Thorndike is perhaps best-known for the theory he called the law of effect, which emerged from his research on how cats learn to escape from puzzle boxes. He was the first to apply psychological principles to the area of learning. His theory of learning, especially the law of effect, is most often considered to be his greatest achievement. Robert Gagne (1916-2002) The focus of Gagné’s theory is on the retention and honing of intellectual skills.
- 9. Gagné’s theory stipulates that there are several types and levels of learning, and each of these types and levels requires instruction that is tailored to meet the needs of the pupil. He proposed the Hierarchical Learning Theory. Learning follows a hierarchy. Daniel Goleman Daniel Goleman is a psychologist best known for his work on Emotional Intelligence (EI), which has made significant contributions to the psychological foundation of education and personal development. Goleman identified five key components of emotional intelligence: Self-Awareness: Understanding one’s own emotions, strengths, weaknesses, and values. Self-Regulation: The ability to manage one’s emotions and impulses. Motivation: Being driven to achieve for the sake of accomplishment. Empathy: Understanding the emotions of others and responding appropriately. Social Skills: Managing relationships and building networks effectively. Gestalt is a theory of mind that emphasizes the holistic nature of human perception and behavior. It originated in the early 20th century, primarily through the work of psychologists like Max Wertheimer, Kurt Koffka, and Wolfgang Köhler. Key Principles of Gestalt Psychology: Holistic Perspective: Gestalt psychology asserts that the whole is greater than the sum of its parts. This means that our perception and understanding of the world are shaped by our experiences as a whole, not just by individual elements. In education, this principle suggests that learning should consider the entire context of a subject rather than just isolated facts. Figure-Ground Relationship:
- 10. This principle refers to how we differentiate an object (the figure) from its background (the ground). In the classroom, this can be applied to teaching strategies that help students focus on key concepts while understanding their context. Closure: Our minds tend to fill in gaps to create a complete picture. For example, when we see an incomplete shape, we perceive it as a whole. In education, this highlights the importance of encouraging students to make connections and find meaning in incomplete information. Continuity: Gestalt psychology suggests that we perceive elements as part of a continuous pattern. In teaching, this can be applied by presenting information in a way that builds upon previous knowledge, creating a smoother learning experience. Similarity and Proximity: We group items that are similar or close to each other. This can inform classroom organization and the way information is presented, helping students recognize relationships and categorize knowledge effectively. Ivan Pavlov (1849-1936) He is the father of the Classical Conditioning Theory, the S-R Theory. Ivan Pavlov was a famous Russian physiologist during the late 19th century who contributed greatly to the behavioral school of psychology. Pavlov is known for his experiments with dogs, showing that classical conditioning is possible when you pair two unrelated stimuli to produce a conditioned response. The main principle in Pavlov’s theory is that an association can be drawn between two unrelated stimuli when presented at the same time or within a short time span.
- 11. Howard Gardner • He is a developmental psychologist whose best-known contribution to psychology is his theory of multiple intelligences. • Multiple Intelligences Theory: Gardner proposed that intelligence is not a single, fixed attribute but rather a collection of different types of intelligences. He identified at least eight intelligences, including: Linguistic: Word smart (language and communication). Logical-Mathematical: Number smart (problem-solving and logical reasoning). Spatial: Picture smart (visualizing and manipulating objects). Musical: Music smart (understanding and creating music). Bodily-Kinesthetic: Body smart (using body movements for expression). Interpersonal: People smart (understanding and interacting with others). Intrapersonal: Self smart (understanding oneself and one’s feelings). Naturalistic: Nature smart (understanding and working with nature). Jean Piaget (1896-1980) • He was a psychologist and epistemologist who focused on child development. • He provided support for the idea that children think differently than adults. • The Pioneer of Cognitive Development Theory. • Cognitive development has stages from birth to maturity: Sensorimotor stage (0-2), Preoperational stage (2-7), Concrete operations stage (7-11) and formal operations (11-onwards). Lev Vygotsky (1896-1984) Born on November 17, 1896 Died on June 11, 1934
- 12. He is credited with establishing the foundation of cultural psychology and cultural- historical theory, which emphasized that human change and development, particularly the development of our thinking, is influenced by society and culture. Vygotsky’s Zone of Proximal Development (ZPD). The concept of the zone of proximal development, also known as the zone of potential development, is used to explain a child’s potential for cognitive development and ability when they are guided through a task, rather than asked to do it in isolation. SOCIAL FOUNDATION Education and Society: Schools exist within the social context. Schools are not only institutions that educate people in the society. The relationship of curriculum and society is mutual and encompassing. Aims of education: Development of social feelings and qualities Development of socially efficient individual Improvement of vocational efficiency Transmission of social heritage Diffusion of more knowledge Development of constructive and creative outlook of the individual
- 13. Education of the social service, social efficiency, emotional integration, national John Dewey (1859-1952) John Dewey was the most significant educational thinker of his era and, many would argue, of the 20th century. As a philosopher, social reformer and educator, he changed fundamental approaches to teaching and learning. His ideas about education sprang from a philosophy of pragmatism and were central to the Progressive Movement in schooling. In light of his importance, it is ironic that many of his theories have been relatively poorly understood and haphazardly applied over the past hundred years. Dewey’s concept of education put a premium on meaningful activity in learning and participation in classroom democracy. Unlike earlier models of teaching, which relied on authoritarianism and rote learning, progressive education asserted that students must be invested in what they were learning. Dewey argued that curriculum should be relevant to students’ lives. He saw learning by doing and development of practical life skills as crucial to children’s education. Some critics assumed that, under Dewey’s system, students would fail to acquire basic academic skills and knowledge. Others believed that classroom order and the teacher’s authority would disappear. To Dewey, the central ethical imperative in education was democracy. Every school, as he wrote in The School and Society, must become “an embryonic community life, active with types of occupations that reflect the life of the larger society and permeated throughout with the spirit of art, history and science. When the school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with instruments of effective self-direction, we shall have the deepest and best guarantee of a larger society which is worthy, lovely and harmonious.” Alvin Toffler (1928–2016) was a well-known American writer and futurist, whose works explored the impact of technology and social change on human society. He was born in New York City and raised in Brooklyn, where he attended New York University, earning a degree in English and Psychology.- He published a books entitled “Future Shock”, in 1970, that brought him to the attention of a wider audience. Aim of Education: Toffler’s ideas on education emphasized the need for schools to focus on developing students’ critical thinking skills, creativity, and adaptability to change. Toffler also advocated for a more interdisciplinary approach to education, where students would be exposed to a wide range of subjects and encouraged to make connections between them. Toffler’s ideas have had a significant impact on
- 14. curriculum development, particularly in the fields of science and technology. Toffler’s vision of education as a means of preparing students for a rapidly changing future has influenced many educational reforms, including the movement towards project-based learning and the integration of technology into the curriculum. Alvin Toffler Theories, Principles and Contributions in Education according to Alvin Toffler, the role of teacher is to help the students adapt to a rapidly changing world. Alvin Toffler believed that teachers should focus on teaching students how to learn, think critically, and adapt to new ideas and technologies. Rather than just giving facts, teachers should encourage creativity, problem-solving, and lifelong learning skills. Teachers role is to prepare students for a future where they would need to continually learn and adapt to the evolving world