Fundamental principle of curriculum development and instruction

PRINCIPLE OF
CURRICULUM
DEVELOPMENT AND
INSTRUCTION

SPECIFIC OBJECTIVES
At the end of the lesson, you are expected
to:
 Appreciate the importance of principles
and practices in curriculum development
 Learn the art of curriculum development
through the various illustrations and cases
presented here in this lesson.
 Know what principles and practices will
contribute to the development of the
curricula in their own school systems
 State and identify the various curriculum
and instructional practices in their own
locale, read on them and give
recommendation for their modification,
restructuring of reformation.

INTRODUCTION
Principles of curriculum
development and instruction
form the base on which the
entire school program rests.
As such, they should be the
heart of every study in
curriculum instruction.
Much more, integration of
these fundamental principles,
and using employing them in
curriculum making and in the
instructional activity are
crucial to educational
improvement

FUNDAMENTAL PRINCIPLES OF
CURRICULUM DEVELOPMENT AND
INSTRUCTION
All through the first three
chapters, we have probably
assimilated in our
consciousness the goal which
this course of study is
pursuing.
This goal is definitely
educational improvement both
in large scale provisions for the
various school programs and
instructional areas as well as
the teaching-learning activities

FUNDAMENTALPRINCIPLESOFCURRICULUM
DEVELOPMENTANDINSTRUCTION
The treatment here of the fundamental principles
which this author considers significant to the
purpose of this study, is believed to reinforce
whatever knowledge gained in this area.
Proper understanding of the principle underlying
curriculum development and the instructional
system can lead to the refinements of our
thoughts and mind-set. The fundamental
principles of curriculum development and
instruction are;

1. EFFECTIVE AND EFFICIENT TEACHING IS THE
PURPOSE OF ALL CURRICULUM ACTIVITY
It can probably be said that the end-all-of all activities
contained in the curriculum is teaching the right
through efficiency. Curriculum makers and curriculum
students must understand the reality that we can
never sap all possibilities of continuous improvement.
It is then imperative that
curriculum content must
provide a broad and flexible
base for greater learning
opportunities.

2. Curriculum Development Should Be A Reflection
of Man’s Total Aspiration For Freedom and Good
Quality Life
The entirely of curriculum development must be a reflection of the
quest of mankind for freedom and good life. Every single activity of
curriculum development from planning, organization, evaluation,
reformation, to restructuring is expected to be towards the attainment of
those ends.
The content therefore is
expected to cultivate in the
learners the ability to break-away
from ignorance that binds and
inhibits them to be free. Both the
core contents and the
professional subject areas ought
to empower the learners to
discern the truth and enable
them to live by the truth. This will
ensure their break-away from the
bondages of this world that often
lead them to the trappings of folly

3. Curriculum Development Should Perpetuate the
Universality of Education
Perpetuation of the universality of education is the essence of
curriculum development. It should boost the “education for all”
appeal of our time, where content and instruction must be truly
beyond the socio-cultural factors, particularly in the two phases
of basic education i.e. elementary and high school.

4. Curriculum Should Contain Truthful and Realistic
Presentation of Learning Concepts
The very spirit quickens life in the curriculum and instruction is
the honest and realistic learning concepts. Since these learning
concepts bear upon human affairs and conduct, they certainly
affect human life. Attitude, beliefs, judgments and reasoning are
influenced by these learning concepts.
Half-truth and half-false concepts which are banal in many of
our curricula can never be true. These, however, have found
some glorious position in the schools. The result is the
compounded misuse of education, not to mention the
subliminal rejection of the principle of honesty and reality-
based thinking which put learners “at risk”

5. Curriculum Development and Instruction Must be
Ingrained in a Sound Value Framework
Designing a curriculum entails determination of what its value
will be. In the broader context of education this value of
framework is a medium of change and progress both for the
individual learner and the society as well.
It is therefore understandable why “value free” education did
not work positively in the United States or elsewhere. If human
aspirations of freedom and good life are to be attained, a
serious commitment to totally integrate sound values in all
curricular activities is in order. This simply means a going back
to the basics, where godly values of obedience, self-discipline,
honestly, hard work, perseverance, meekness, gentles, faith,
love, joy, and peace to be pursued.

5. Curriculum Development and Instruction Must be
Ingrained in a Sound Value Framework
The natural longing of man for the pursuit of knowledge and
truth can be likened to the endless span of the earth’s
firmament. As man continuously searches for wisdom, to
resolve the many questions that life possesses, teaching and
learning will always occupy a magnificent position in human
undertakings

6. Teaching and Learning are Human Processes
That Are Without Limitations
The natural longing of man for the pursuit of
knowledge and truth can be likened to the endless
span of the earth’s firmament. As man continuously
searches for wisdom, to resolve the many questions
that life possesses, teaching and learning will always
occupy a magnificent position in human
undertakings.

6. Teaching and Learning are Human Processes
That Are Without Limitations
Realizing this truth is crucial in the determination of curriculum content
and learning experiences that can transcend human boundaries. These
learning opportunities and experiences should be provided to bring
about the “transfer of training”. This means equipping the learners with
the ability to properly apply what has been learned by the learners to
the learning of other concepts in other situations, (Krug, 1957).
Example, the knowledge of the anatomical parts of lower vertebrate
forms like frogs, and cats, could be applied to learn human anatomy.
The infinite teaching-learning possibilities then, offer wide ranging,
choices for educators, particularly curriculum developers and teachers
to configure activities that will give desirable learning outcomes. This is
no doubt attainable because such principles of the limitless character of
teaching and learning as human processes brings the continuous
unfolding of the human nature.

7. Fundamental Principles and the School System’s
Environment
We have identified so far six (6) fundamental principles of
curriculum development and instruction. These are viewed as
essentials in curriculum and instructional improvement. In this
theorem we shall attempt to investigate the interfacing nature
between these curriculum and instructional principles and the
present environment of the school system. Anent to this will be a
thoughtful analysis of the far reaching effects and implications of
the school environment in education.

Characteristics of the school System’s
Environment
THE EXTERNAL ENVIRONMENT
The school as an integral part of the social
system’s institutions is experiencing the same social
pressure and turbulence that the social system does.
The emergence of the “global village” due to the
tremendous advancements in science and technology,
and the ascent of the so-called information highways and
by-ways that are fashioning the knowledge society of the
future are pushing schools to undergo radical changes.
The economic slump especially in the Asia-Pacific region
has practically put schools to a disadvantage. The sharp
decline in school enrollment is likely to fall further,
especially so with the rising cost of schooling.

On the one hand, there is a proliferation of a permissive
atmosphere that undermines of traditional values and
cultures once held important and indispensable in the
educational process. This is effect in one of the reasons
for the degeneration of the moral fabric of human society,
a phenomenon that is catalytic to the unprecedented rise
of such problems as social injustice, criminality, violence,
environmental, debauchery, graft and corruption among
others.
Unfortunately, the environment in which the schools exist
expects these schools to perform an incredible miracle to
solve this social malady instantly. And yet the reality
remains that a malady that has spiraled over the years
cannot be resolved in a flashed of a moment.

Characteristics of the school System’s
Environment
THE INTERNAL ENVIRONMENT
The School System as a Synergy
In consideration of the school system’s environment we cannot just
ignore the “synergy view model” for the school systems. The school is
like a synergy, they said. It has inputs, i.e. learners, capital (money or
other resources), and outputs (graduates).
The inputs are processed via the curriculum and the school program,
instruction, guidance and counseling, extra-curricular activities
included. The teachers, administrators and the other non-teaching staff
of the school system constitute the processors. Their outputs have to
pass through a quality control system i.e. evaluation system, usually a
test driven system.
The continuity which comprises its external environment has much to
say on the kind of synergy processes the school has and ought to
have. This oftentimes creates problems in curriculum and instruction
since public opinion and public attitude are generally not uniform.

The ideals, ideas, attitudes, judgments, knowledge, skills and other
things, material or non-material a school system considers significantly
important and desirable, constitute the value system of that school. The
value system finds its meaning and significance in the school system
through its power to influence and shape the culture of school and its
people.
The curriculum educational resources, medium of instruction and
methodology represent the instrumental values of the school. These
are so because they are avenues toward the terminal values which are
philosophy, goals, and objectives of the educational system.
Whether the instrumental and the terminal values a school prefer will
determine the reputation even the destiny of that school and its output
(graduates). This is so because the social behavior of the people of the
school interaction culture, among others are guided by these values.
School system have varied values and system. These variation are
attributable to the difference in cultures, institutions, objectives, social
and religious orientations, Hence, they could serve as culture media for
the fulfillment of the institutions’ and the individuals’ quest for progress

Fundamental principle of curriculum development and instruction

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