1. Building Character and Competence One Student at a Time
Session 3
June 13, 2013
Curriculum Development

2. Building Character and Competence One Student at a Time
Flash
• Define curriculum
• Traditional vs. Progressive view of Curriculum
• Different types of curriculum operating in
schools

3. Building Character and Competence One Student at a Time
Session’s Objective
• Identify and differentiate the Major
Foundations of Curriculum

4. Building Character and Competence One Student at a Time
1-2. List down two important key points on
traditional view of curriculum based from
handout # 1
3-4. List down two important key points on
progressive view of curriculum based from
handout # 1.
6- 10. Compare the two models of Curriculum
Development as discussed during our Session
2.
Quiz # 2

5. Building Character and Competence One Student at a Time
• Philosophical
• Historical
• Psychological
• Social
Major Foundations of Curriculum

6. Building Character and Competence One Student at a Time
• Key points
– Philosophy provides framework for planning,
implementation, and evaluation of curriculum;
– Helps answer why a school exist, what subjects
are important, how students should learn, and
materials and methods should be used.
– In decision making, philosophy provides the
starting point and will be used for the succeeding
decision making
Philosophical Foundation of
Curriculum

7. Building Character and Competence One Student at a Time
The 4 Educational Philosophy and its
relation to curriculum
Source: Finch, C.R. and Crunkilton, J. R. (1999).
Curriculum Development in career and technical and Technical Education
(pp. 3-22). Boston: Allyn and Bacon.

8. Building Character and Competence One Student at a Time

9. Building Character and Competence One Student at a Time
• Educational Philosophy lays the strong
foundation of any curriculum
• Basis of decision making process
Notes

10. Building Character and Competence One Student at a Time
• Franklin Bobbit (1876 – 1956)
– Curriculum as a science that emphasizes on
students’ needs; prepares students for adult life;
objectives with corresponding activities should be
group and sequenced
• Werret Charters (1875 – 1952)
– Curriculum is a science; emphasis on students’
needs; the subject matter and activities are
planned by the teacher.
Historical Foundations of Curriculum

11. Building Character and Competence One Student at a Time
• William Kilpatrick (1871 – 1965)
– Purposeful activities which are child centered;
child development and growth; project method
was introduced; develops social relationship and
small group interaction
• Harold Rugg (1886 – 1960)
– Develop the whole child; It is child centered; the
statement of objectives and related learning
activities, curriculum should produced outcome;
emphasized on social studies and the teacher
plans the curriculum in advance

12. Building Character and Competence One Student at a Time
• Hollis Caswell (1901 – 1989)
– Organized as social functions of themes, organized
knowledge and learners’ interest; curriculum is set of
experiences; subject matter is developed around
social functions and learners’ interest
• Ralph Tyler (1902 – 1904)
– Curriculum is science and extension of school’s
philosophy; based on students needs and interest;
curriculum is always related to instruction; process
emphasized on problem solving; aims to educate
generalists not specialist; subject matter is organized
in terms of knowledge, skills, and values.