Curriculum development

• 1. Focuses not simply on the acquisition of knowledge but more on how it is collectively discovered and produced by both teachers and pupils and on how the school subjects and students abilities match

• a. curriculum as a fact• b.Curriculum as a practice• c. curriculum as a cognitive process

• d. curriculum focused on technology

• Answer• b. curriculum as a practice

• 2. Intends to sharpen students’ intellectual process and develop cognitive skills for studying virtually anything ; subject matter is used to develop skills which are expected to continue long after the content is forgotten; focuses on students ’learning processes rather than the social context.

• A. curriculum as a fact• B. curriculum as a practice• C. curriculum as cognitive process• D. curriculum as a means to attain self-

actualization

• Answer• C. curriculum as cognitive process

• 3. Focuses on the process of socialization or the acquisition of particular knowledge , skills and values which a teacher transmits to students to prepare them for the adult world.

• A. curriculum as a fact• B. curriculum as a practice• C. curriculum as cognitive process• D. curriculum as a means to attain self-

actualization

• Answer• A. curriculum as a fact

• 4. Aims at the development of the learner to the fullest extent by considering their needs, interest, and abilities on which the curriculum content is largely based.

• A. curriculum as a fact• B. curriculum as a practice• C. curriculum as cognitive process• D. curriculum as a means to attain self-

actualization

• Answer• D. curriculum as a means to attain self-

actualization

curriculum

• The learning experiences and intended outcomes formulated through systematic reconstruction of knowledge and experiences, under the auspices of the school for the learners continuous and willful growth in personal-social competence

curriculum

• A plan for learning• A course of study on a specific topic• A structured set of intended outcomes that

come in the form of knowledge

curriculum

• Linked to instruction, learning and evaluationHOW?

• Curriculum being “what to teach”• Instruction “ how to teach”• Learning, ”the result of what was taught”• Evaluation, “ how well the “what” was

acquired by the learners

• Curriculum comes in different levels, according to the degree of its remoteness from learners for whom it is developed.

• questions

• 5. The curriculum derived from the societal level, with modification by local educators or lay people, often organized according to subjects and includes topics and themes to be studied, may also include standards, philosophies, lesson plans and teaching guides.

• a. institutional level of curriculum• b. instructional level of curriculum• c. experiential level of curriculum• d. societal level of curriculum• Answer• a. institutional level of curriculum

• 6. The curriculum perceived and experienced by each student and may, therefore vary among learners because of individual differences.

• a. institutional level of curriculum• b. instructional level of curriculum• c. experiential level of curriculum• d. societal level of curriculum

• Answer• c. experiential level of curriculum

7. Signifies how teachers use the curriculum developed in the societal level and modified in the institutional level, or what authorities have determined, involves the teachers’ instructional strategies, styles and materials used.• a. institutional level of curriculum• b. instructional level of curriculum• c. experiential level of curriculum• d. societal level of curriculum

• Answer• b. instructional level of curriculum

• 8. It is the farthest from learners since this is where the public stakeholders participate in identifying the goals, the topics to be studied, time to be spent in teaching/learning, and materials to aid instruction.

• a. institutional level of curriculum• b. instructional level of curriculum• c. experiential level of curriculum• d. societal level of curriculum

• Answer• d. societal level of curriculum

Three major types of curriculum

• Subject – centered• Experience/learner – centered• Society/ culture based

Subject- centered

• Central task; mastery of the subject matter, the amount to be covered of which follows a set of standards and well organized content

• Textbook is the primary instructional tool• Habits and skills taught as separate aspects of

learning

Experience/ learner centered

• Emphasis on all –around development of learners

• Emphasis on meaningful immediate use of learning

• Habits and skills integrated in learning experiences

Society/ culture-based

• Based on the needs of society and culture• Rooted in the study of life, social problems,

and activities of social life• Integrates different subject matter and their

relevance to students and society

• 9. This type of curriculum puts emphasis on teaching facts and knowledge for future use; questions focus on “what” rather than “why” or “how”.

• a. subject-centered curriculum• b. experience/learner centered curriculum• c. society/culture based curriculum• d. experience/society culture based curriculum

• Answer• a. subject-centered curriculum

• 10. This type of curriculum promotes integration of subject but with scope and sequence not well-defined patterns set by the curriculum.

• a. subject-centered curriculum• b. experience/learner centered curriculum• c. society/culture based curriculum• d. experience/society culture based curriculum

• Answer• b. experience/learner centered curriculum

• 11. This types of curriculum emphasizes improving teaching of subject matter and on uniformity of exposures.

• a. subject-centered curriculum• b. experience/learner centered curriculum• c. society/culture based curriculum• d. experience/society culture based

curriculum

• Answer• a. subject-centered curriculum

• 12. Emphasizes problem solving processes and skills on human and social relations more than content acquisition.

• a. subject-centered curriculum• b. experience/learner centered curriculum• c. society/culture based curriculum• d. experience/society culture based

curriculum

• Answer• c. society/culture based curriculum

Designs and patterns of subject-centered curriculum

• Separate/single subject• Correlated subjects• Fused subjects• Broad –fields curriculum• Core curriculum• Spiral curriculum• Mastery learning curriculum• Open education curriculum• Problem solving curriculum

• 13. Offers an opportunity for all students to succeed by giving them all the time they need to master objectives through remediation and formative evaluation without penalty.

• a. spiral curriculum• b. Single subject • c. Fused subjects• d. mastery learning curriculum

• Answer• d. mastery learning curriculum

• 14. Recognizes that students are not ready to learn certain concepts until they reach the required level of development and maturity and have the necessary experiences; some topics treated with corresponding degree of complexity across levels; and integration and deepening of knowledge.

• a. spiral curriculum• b. Single subject • c. Fused subjects• d. mastery learning curriculum• Answer• a. spiral curriculum

• 15. It is also called an open classroom, built on philosophical ideas that allow students to be free to discover important knowledge; teacher as major curriculum developer.

• a. problem solving curriculum• b. broad fields curriculum• c. open education curriculum• d. fused subjects

• Answer• c. open education curriculum

Designs and patterns of experience/learner centered curriculum

• Activity based• Child centered• Social process and life functions-focused• Process-oriented

Activity based

• Based on child’s needs but there is no advance planning

• Use problem solving method• Cooperative planning

Child-centered

• Focuses on normal, custom made activities for children

• Use of experiences rather than rote learning • Researched based• Large use of motivation

Social process and life functions-focused

• Centers around major cultural life activity• Based on analysis of life activities• Relates learners and society• Use experiential learning and social process

approach

Process oriented

• Emphasizes development of skills and traits of the learners

• Giving and following directions

Foundations of Curriculum

• Sociological and cultural foundations• Philosophical foundations• Historical foundations• Psychological foundations

Sociological and cultural foundations

Societal forces that affect the school, and hence the curriculum1. Cultural tradition; 2. textbooks;3. laws;4. Moral values;

May be a basis for curricular

• Research; changes/improvement• Multicultural concerns• Poverty• Family changes• Technology

• 16. The following could be the basis for curriculum except;

• a. technology• b. family changes• c. social process• d. multicultural concerns• Answer• c. social process

• 17. The school has the responsibility of developing group oriented, inquiry focused, problem solving, and abstraction skills among learners to become productive and self reliant individuals, this responsibility has something to do with;

• a. intellectualism• b. technological changes• c. vocational preparation• d. citizenship

• Answer• c. vocational preparation

• 18. The school has the responsibility of developing intellectual skills among learners as it is essential to have an improved economy.

• a. intellectualism• b. technological changes• c. vocational preparation• d. citizenship• Answer• a. intellectualism

Philosophical Foundations

1. Metaphysics; study of what is beyond the natural; curriculum must go beyond its content.2. Epistemology; truth about the nature of knowledge; curriculum should revolve around the issues on teaching learning process

• 3. axiology; values and ethics; development of a sense of right and wrong

• 4. idealism (plato) importance of mind and spirit and of developing them in the learner; subject matter or content is the focused

• 5. realism(Aristotle) truth can be tested and proven; curriculum is subject centered, organized from simple to complex

• 6. pragmatism; ( W. James,Dewey,Rousseau); the world is a world of change; man can know anything within his experience; belief in “learning by doing”

• -provisions for direct experiences• -Activity- learner centered• Basis- problems of democratic society

• 7. perennialism (Hutchins, Adler) human beings are rational and their existence remain the same throughout differing environments

• - includes knowledge that has endured through the years

• -subject matter consist of; history, language, math,logic,classical literature, science, fine arts, cultural heritage

8. Existentialism (Kierkegard, Marcel,Sartre)-Reality is a matter of individual existence9. Essentialism (Bagley) there are certain ideas that men should know for social stability10. Reconstructionism (Plato, Augustine, Dewey, Counts, Rugg) societal reform needed

• 19. Which educational philosohy focused on assimilation of prescribed basic subject matter; history, science,math and language?

• a. existentialism• b. essentialism• c. pragmatism• d. realism• Answer• b. essentialism

• 20. Which educational philosophy stresses activity recognition of individual differences, opportunities for making choices and awareness of consequences?

• a. existentialism• b. essentialism• c. pragmatism• d. realism • Answer• a. existentialism

Historical Foundations

• 21. The curriculum used during this period in Philippine history provides for Parochial schools and the study of Doctrina Christiana.

• What period was this?• a. Spanish• b. Pre-spanish• c. Japanese• d. Commonwealth

• Answer• a. Spanish

• 22. . The curriculum used during this period in Philippine history provides for teaching of Filipino as a subject. What period was this?

• a. Commonwealth• b. American• c. Spanish• d. Fourth Republic

• Answer• a. Commonwealth

• 23. The curriculum used during this period in Philippine history strengthened the teaching of values; return to the basics in the new elementary and secondary schools curriculum.

• What period was this?• a. Commonwealth• b. American• c. Spanish• d. Fourth Republic

• Answer• d. Fourth Republic

• 24. The primary bases of curriculum development.

• a. administrators• b. learners• c. teachers• d. governmental agency• Answer• b. learners

• 25. An approach to curriculum development, considered as the traditional way of developing curricula, which heavily relies on curriculum knowledge from non-teachers; not concerned about the context in which it will be used.

• a. technical approach• b. non- technical approach• c. traditional approach• d. non-traditional approach

• Answer• a. technical approach

• 26. In this approach, curriculum functions are separate, but related to, instructional functions.

• a. technical approach• b. non- technical approach• c. traditional approach• d. non-traditional approach• Answer- a. technical approach

• 27. In this approach it relies heavily on teachers as the major source of curriculum knowledge because they know their students and teaching contexts.

• a. technical approach• b. non- technical approach• c. traditional approach• d. non-traditional approach

• Answer• b. non-technical approach

• 28. Curricula using this approach do not initially have intended learning outcomes because what students are expected to learn is not easily predicted.

• a. technical approach• b. non- technical approach• c. traditional approach• d. non-traditional approach

• Answer• b. non technical approach

• 29. A process that involves situation analysis, goal setting and need identification, budget determination and decision – making regarding implementation and evaluation details.

• a. curriculum organization• b. curriculum planning• c. curriculum implementation• d. curriculum design

• Answer• b. curriculum planning

• 30. The arrangement of elements of curriculum used, based on one dominant source of curriculum content.

• a. curriculum organization• b. curriculum planning• c. curriculum implementation• d. curriculum design

• Answer • a. curriculum organization•

Curriculum organization and design

• Selection of content; the subject matter of the teaching learning process

• Grade placement; allocation of content to definite grade capable of learning

• Time allotment; amount of time given to a subject

• Sequence of content; order of succession

• 31. The following are the criteria for content selection except;

• a.validity• b.interest• c. utility• d. focus• Answer• d. focus

Criteria for content selection

• Validity• Significance• Interest• Consistency with social realities• Integration• Utility• Scope• Continuity and sequence

Elements of curriculum content

• Sequence• Integration• focus

• 32. A process by which curricula are used in schools; is the instructional phase of curriculum development process

• a. curriculum organization• b. curriculum planning• c. curriculum implementation• d. curriculum design• Answer; c. curriculum implementation

Procedures for curriculum evaluation

• Focusing• Preparing• Implementing• Analyzing• reporting

• 33. Refers to the formal determination of the quality, effectiveness, or value of a curriculum

• a. curriculum organization• b. curriculum planning• c. curriculum implementation• d. curriculum evaluation• Answer- d. curriculum evaluation

• 34. Refers to alteration of certain aspects of curriculum without changing the fundamental curriculum elements ,structure and conception

• a. curriculum improvement• b. curriculum planning• c. curriculum implementation• d. curriculum evaluation• Answer- a.

Sample questions

• 35. suppose that in developing a curriculum, your intention is to put a lot of imporatance in developing the mind and spirit of the learners. What philosophical belief will help you on this?

• a. axiology• b.idealism• c. pragmatism• d. reconstructionism• Answer- b idealism

• 36. Every curriculum has this dimension. This is both unplanned and implicit but its instructional effects are often evident in the students’ behavior, values and dispositions. This dimension is referred to as _________

• a. societal curriculum• b. instructional curriculum• c. institutional curriculum• d. hidden curriculum

• Answer• d. hidden curriculum

• 37. Dr. Fernandez, the provincial hospital director, plans to attend a school board meeting where a new high school science curriculum will be discussed. Which level of curriculum is shown in this situation?

• a. experiential• b. instructional• c. institutional• d. societal

• Answer• d. societal

• 38. Mrs. Galang often makes use of experiential rather than the rote method in teaching; she is thus, observed to provide “custom-made” activities for her pupils. The curriculum pattern she apparently follows is that of __________

• a. activity based• b. child- centered• c. process-oriented• d. life-functions-focused

• Answer• b. child- centered

• 39. If “what” in teaching refers to curriculum, the how of it refers to _______.

• a. strategies• b. instruction• c. learning• d. approaches• Answer• b. instruction

40. Mrs. Padilla, the principal of Balingasa Elementary School, opted to use the curriculum that involves the integration of Social Studies, music, arts, and P.E. on longer time blocks. This shows that the design pattern she prefers is that of the _______ curriculum.

a. Correlated subjectsb. Corec. Mastery learningd. Broad fieldsAnswerd. Broad fields

• 41. The school has the responsibility to develop, among other things, problem solving and abstraction skills. This responsibility has something to do with ___________.

• a. intellectualism• b. technological changes• c. vocational preparation• d. citizenship

• Answer• C. vocational preparation

• 42. The curriculum used during this period in Philippine history terminated the use of English as a medium of instruction. What period was this?

• a. American• b. Spanish• c. Commonwealth• d. Japanese

• Answer• d. Japanese

• 43. Which statement about the subject – centered curriculum is not true?

• a. there is a high level of cooperative interaction• b. It covers much content in a short period of

time• c. the teacher has full control of the classroom

activities• d. the main task is mastery of learning

• Answer• a. there is a high level of cooperative

interaction

• 44. Kayan, a Grade 6 pupil, remembers that he has had lessons on Philippine history since he was in Grade 4. This is because the design of the curriculum implemented in his school is the _________

• a. core curriculum• b. problem solving curriculum• c. spiral curriculum• d. open education curriculum

• Answer• c. spiral curriculum

• 45. This type of curriculum focuses more on problem solving processes and skills and human relations than on content acquisition. Which type is this?

• a. subject centered• b. society culture based• c. learner centered• d. none of the above

• Answer• b. society culture based

• 46. While having super, Mrs. Garcia asks her two children what they learned in school earlier that day. Which level of curriculum is shown in this situation?

• a. institutional• b. experiential• c. societal• d. instructional

• Answer• b. experiential

47. The Kalayaan Elementary school uses a curriculum design that recognizes the ability levels of its pupils. Thus, the contents of the subject areas taught across grade levels are so organized that the simplest concepts are taken up in the early grades and the more difficult ones, in the higher levels. This shows a widening and deepening sequence of similar concepts taught through the elementary levels. Which curriculum design is this?

• a. correlated• b. broad fields• c. spiral• d. core• Answer• C. spiral

• 48. Mr. Carlos is interested in getting involved in school-related functions.

• He asked “why should schools need a curriculum? Which curriculum foundations could give him some ideas for an answer?

• a. socio-philosophical• b. psychological• c.historical• d. technological

• Answer• a. socio- philosophical• Because philosophical foundations direction

to curriculum in terms of its goals and objectives, the schools’ underlying beliefs and values have impact on curriculum content and choice of appropriate instructional strategies

• 49. During the implementation phase of the curriculum, the following, EXCEPT ONE, are factors worth considering for the effective use of the curriculum in the classroom. Which is the exception?

• a. what resources are required• b. how curriculum is to be disseminated• c. how teachers are to be given the necessary

knowledge and skills• d. what content items are to be included

• Answer• d. what content items are to be included

Curriculum Implementation

Includes knowing;-the scope and complexity of curricular changes- How curriculum content is disseminated- -what professional development activities to

provide all stakeholders- What resources are required

• 50. The San Jose School District plans to adopt the reading program used in the La Loma School District.

• What curriculum improvement level does this show?

• a. Variation• b. Value orientation• c. substitution• d. restructuring

• Answer• a. Variation

Curriculum Improvement

• Refers to alteration of certain aspects of curriculum without changing the fundamental curriculum /elements/structure/conception.

Five levels of operation

• Substitution; new series in place of current series• Alteration; additional instructional time for a

subject• Variation; adopting other school’s program• Restructuring; organize teams of subject

specialists, • Value orientation; some instructional routine

matters made part of computer-assisted ins truction

• 51. In curriculum planning, one of these factors is concerned with the identification of required resources and a list of expenditure and revenue estimates. This factor is that of _____

• a. goal setting• b. situation analysis• c. decisions on implementation and evaluation• d. budget determination

• Answer• d. budget determination

Curriculum planning

• Factors;• -Situation analysis• - goal setting• - budget determination• - decisions on curriculum implementation and

evaluation

• 52. During this particular historical period, specific subject areas in the curriculum started to be taught in Filipino while the others, in English, as provided in the newly-mandated Bilingual Education Policy. What period was this?

• a. Commonwealth• b. Third Republic• c. New Society• d. Japanese

• Answer• c. New Society

• 53. This type of curriculum focuses more on problem solving processes and skills and human relations than on content acquisition. Which type is this?

• a. subject centered• b. society-culture based• c. learner centered• d. none of the above

• Answer• b. society-culture based

• 54. Mr. Gabriel, a curriculum consultant on economics insists that in selecting the curriculum content, it is better that throughout the high school years, economic and geography concepts be used to recur and be repeated with depth for effective learning.

• What criterion in content selection is shown here?

• a. validity• b. continuity and sequence• c. significance• d. learnability• Answer• b. continuity and sequence

• 55. Dr. Roxanne Garcia intends to open a school with curriculum that must be primarily experience-centered. Which of the following criteria must she NOT follow to ensure that the curriculum is that which she wants?

• a. the curriculum should promote the use of active and dynamic process so that learning is improved

• b. the curriculum should be used with a high level of cooperative interaction

• c. the curriculum content should be primarily based on the learners’ needs, ability levels and interest.

• d. the curriculum should emphasize the teaching of facts and knowledge

• Answer- d

• 56. What refers to the authenticity of the content selected by the curriculum developers?

• a. feasibility• b. learnability• c. significance• d. validity• Answer- D

• 57. Which curriculum design element is taking place when Eduardo, a Senior high school student, can connect the lessons he learned in a subject area to a related content in another subject area?

• a. articulation• b. balance• c. continuity• d. integration• Answer – d

• 58. What process of curriculum development is being undertaken by the developers when they try to obtain relevant and significant information to be able to judge the worth of an educational program, its product, procedures and objectives?

• a. curriculum planning• b. curriculum designing• c. curriculum organization• d. curriculum evaluation• Answer- d

• 59. Proponents of the technical scientific approach of curriculum development believe that curriculum is a means and ________is the end.

• a. technique• b. instruction• c. learning• d. strategy• Answer-b

• 60. One example of this design of subject-centered curriculum is that which shows social studies being combined with geography, civics and culture, and history to comprise one subject area. Which design is this?

• a. correlated• b. broadfields• c. fused• d. core• Answer-c

• The End• God bless Reviewees !!!

• Have faith and nothing is impossible with the good Lord!!!!