2. Curriculum
In formal education, a curriculum is the planned interaction of pupils
with instructional content, materials, resources, and processes for evaluating
the attainment of educational objectives.
Definition of Terms
3. Curriculum Development
It is defined as the process of selecting, organizing, executing, and
evaluating learning experiences on the basis of the needs, abilities and interests
interests of the learners and the nature of the society or community.
Definition of Terms
5. Curriculum Diagnosis
• It is an essential part of curriculum development in order to attune it with the needs
of times and of leaners, and to help determine which objectives to stress.
• It should be a continuous part of on-going curriculum and teaching.
Definition of Terms
6. Curriculum is like a special dish. It needs different
ingredients to make it tasty.
7. 1. Diagnosis of the Learners
• The curriculum should be developed to enhance the desirable uniqueness of individuals.
• It should be organized in terms of the learners’ interest, ability, and activities.
Six Areas to Diagnose in
Curriculum Development
8. 1. Know about the learners’ status in the attainment of educational objectives. (cultural backgrounds,
motivational patterns, content of their social learning)
2. Know the differences of the learners. (mental system, approaches to problem solving, functioning of their
intelligence, interest span, social maturity, enthusiasm, creative urges, and areas of conscious interest.)
How to diagnose learners?
9. 1. Maximum development of individual.
2. Development of individual’s unique talents & abilities.
3.Welfare & advancement of the social group depend on the development of the human
potentialities of each member comprising the group.
Reasons why diagnosis of the learners is an important determinant of the curriculum
are the following:
10. 4. School program and learning experiences should be adaptive to the learners.
5. Evaluation of the pupil’s growth must take account of his own capacities, abilities, talents &
potentialities.
Reasons why diagnosis of the learners is an important determinant of the curriculum are
the following:
11. 2. Diagnosis of Social Needs
• The content of the curriculum should deal with the nature, background, and needs of the
society.
• The organization of the curriculum should be based on the conditions, problems, and needs of
society, and on the real concerns, problems and interest of the learners.
• It should also be concerned with the improvement of living and learning conditions in the
and in the society.
Six Areas to Diagnose in
Curriculum Development
12. Reasons behind the importance of societal diagnosis as a determinant of the curriculum are the
following:
1. Teachers and curriculum leaders themselves are participants in the society & usually have
been thoroughly educated.
2. School inculcates the values, ideas, beliefs, and traditions of the social group.
13. 3. Curriculum planning and teaching should take account the innate aspects of pupil
motivation.
4.The knowledge and concepts learned by the young should be culturally determined.
14. 3. Diagnosis of Achievement
• Diagnosis of achievement is determining how well students have achieved
important educational objectives.
Six Areas to Diagnose in
Curriculum Development
15. 4. Diagnosis of Values
Curriculum developers must select the subject matter most valuable for the
particular learners.
Six Areas to Diagnose in
Curriculum Development
16. 5. Diagnosis of School Facilities and Resources of the Community
• The resources of the community should be utilized to enrich and vitalize the program of the
school and its curriculum to give reality and concreteness to learners.
• The curriculum must be alive and dynamic, adapted to the circumstances and experiences of
the learners.
Six Areas to Diagnose in
Curriculum Development
17. 6. Diagnosis of curriculum problems
• Curriculum developers must also find out the causes of underachievement, the difficulties
encountered in teaching, or the evident failure of the curriculum to reach a considerable
of the learners.
• Suggested procedure: problem identification, problem analysis, formulation of hypotheses and
gathering of data; and experimenting with action.
Six Areas to Diagnose in
Curriculum Development
19. Aims, Goals and Objectives
Aims
- broad statements about the intent of education.
Examples:
• To prepare students for democratic citizenship;
• To develop a moral character and personal discipline;
• To strengthen ethical and spiritual values;
• To encourage creative and critical thinking.
20. Aims, Goals and Objectives
Goals
-are statements of educational intention which are more specific than aims, but
less specific than objectives.
Examples:
• The development of reading skills;
• The appreciation of arts;
• The understanding of scientific and mathematical concept.
21. Aims, Goals and Objectives
Objectives
- more specific outcomes that can be attained as a result of lessons or
instruction delivered at the classroom.
Examples:
• To identify the main idea of the author;
• To be able to express advice, apology, complaint, etc;
• To be able to locate the topic sentence and supporting details.
22. 1.To have focus on curriculum and instruction which give direction to where students
need to go.
2.To meet the requirements specified in the policies and standards of curriculum
instruction.
3.To provide the students the best possible education and describe the students level of
performance
Goals and Objectives are formulated and specified for the
following purposes:
23. 4.To monitor the progress of students based on the goals set.
5.To motivate the students to learn and the teachers to be able to feel a sense
of competence when goals are attained.
Goals and objectives are formulated and specified for the
following purposes:
24. (1) educational objective – derived from educational
aim; formulated for students who are identified
according to their level of education (primary,
intermediate, secondary, collegiate, or graduate
level)
EDUCATIONAL OBJECTIVES
(2) instructional objective – suggested by an
educational objective; meet the specific needs and
interests of learners identified according to their
level of education, their community, and their
school or class.
Educational Objectives:
26. - guide the making of curriculum decisions on what to cover, what to
emphasize, what content to select, and which learning experiences to stress.
Function of Educational Objectives
27. 1. Educational Objectives must be clearly conceived and clearly stated.
2. Should describe both the kind of behavior expected and the content or the context in which the
behavior applies.
3. Complex educational objectives need to be stated analytically and specifically enough so that there is
no doubt as to the kind of behavior expected.
Guidelines in the Formulation of
Educational Objectives
28. 4. Educational Objectives should also be formulate that there are clear distinctions among learning
experiences required to attain different behaviors.
5. Educational Objectives should be developmental, representing roads to travel rather than terminal
points.
6. Educational Objectives should be reasonably comprehensive so as to include all the areas of growth.
Guidelines in the Formulation of
Educational Objectives
29. 7. Educational objectives should be realistic and should include only what can be translated into
curriculum and classroom experience.
8. Educational objectives should reflect both individual and group needs
9. Educational Objectives should be flexible
10. Educational Objectives should be limited to the aims and purposes which the school is willing to
assume.
Guidelines in the Formulation of
Educational Objectives
30. 1. Objectives are derived from felt needs, social values and ideas.
2. Educational objectives derived from studies and researches made regarding learners
and the learning process.
3. Educational objectives grow out of a philosophy of education.
Sources of Educational
Objectives
Information derived from diagnosis of achievement is use to establish standards and to locate the causes of weaknesses & strengths in the attainment of students. Facilitates in the evaluation progress.
