This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.

1. The Teacher as a
Curricularist

2. Presentation Outline
•Complex Roles of a Teacher
•Curricularists in the Past
•Curricularist (definition)
•The Teacher as a Curricularist

3. The Complex Roles of a Teacher…
• Teachers do a series of interrelated
actions about curriculum, instruction,
assessment, evaluation, teaching and
learning.

4. The Complex Roles of a Teacher…
• A teacher is involved with curriculum
continuously all day.

5. The Complex Roles of a Teacher…
• But very seldom has a teacher been
described as curriculum continuously
all day.

6. Curricularists in the past…
• These are people who develop
curriculum theories.
• According to Hayes (1991), these are
the most influential curricularists…

7. Curricularists in the past…
• John Dewey
He felt that the curriculum should
ultimately produce students who
would be able to deal effectively with
the modern world.
Curriculum should build an orderly
sense of the world where the child
lives.

8. Curricularists in the past…
• Hilda Taba
She is the developer of
the Taba Model of
learning.
This model is used to
enhance the thinking
skills of students.

9. T h e
T a b a
m o d e l

10. Curricularists in the past…
• Hilda Taba
She believed that there
must be a process for
evaluating student
achievement of content.

11. Curricularists in the past…
• Franklin Bobbit
He felt that the
curriculum was a way to
prepare students for
their future roles in the
new industrial society.

12. Curricularists in the past…
• John Franklin Bobbit
He created five
steps for curriculum
making.

13. 5 steps to curriculum making
1. Analysis of human
experience;
2. Job analysis;
3. Deriving objectives;
4. Selecting objectives; and
5. Planning in detail.

14. 5 steps to curriculum making
1. Analysis of human experience
This is about separating all of
human experience into major
fields.

15. 5 steps to curriculum making
2. Job analysis
This step is where the fields
were broken down into more
specific activities.

16. 5 steps to curriculum making
3. Deriving objectives
The third step was to form the
objective from the abilities
needed to perform the
activities.

17. 5 steps to curriculum making
4. Selecting objectives
This is where the objectives are
selected from to find ones that
would serve as the basis for
planning activities for the students.

18. 5 steps to curriculum making
5. Planning in detail
This is where teachers lay out
activities, experiences, and
opportunities that would be
needed to obtain the objectives.

19. Curricularists in the past…
• Ralph Tyler
Tyler believed that
learning should be
meaningful to the
student and his
community
.

20. Curricularists in the past…
• Ralph Tyler
It should be taught through
appropriately designed and
organized learning
experiences

21. Curricularists in the past…
• Ralph Tyler
Learning should be evaluated
not only to see what students
are really learning, but to see
what changes might need to
be made to the curriculum.

22. The Tyler model
1. Determine the school’s purposes
(aka objectives)
2. Identify educational experiences
related to purpose
3. Organize the experiences
4. Evaluate the purposes

23. Who is a Curricularist?
• A professional who is curriculum
specialist

24. Who is a Curricularist?
• A person who is involved in curriculum
knowing, writing, planning,
implementing, evaluating, innovating,
and initiating

25. Who is a Curricularist?
• A teacher’s role is broader and
inclusive of other functions and so
teacher is a curricularist.

26. What does a teacher do to deserve
the label as curricularist?
• The classroom is the first place of
curricular engagement.

27. What does a teacher do to deserve
the label as curricularist?
• The first school experience sets the
tone to understand the meaning of
schooling through the interactions
of learners and teachers that will
lead to learning.

28. What does a teacher do to deserve
the label as curricularist?
• Hence, curriculum is the heart of
schooling.

29. Functionsof a teacher
as a curricularist

30. KNOWS THE CURRICULUM (KNOWER)
• Learning begins with knowing.
• The teacher as a learners
tarts with knowing about the
curriculum, the subject
matter or the content. As a
teacher, one has to master
what are included in the
curriculum

31. KNOWS THE CURRICULUM (KNOWER)
• It is the acquiring
academic knowledge
about formal
(disciplines, logic) or
informal (derived from
experiences). It is
mastery of the subject
matter.

32. • A classroom
teacher takes
record of
knowledge
concepts, subject
matter or content.
WRITES THE CURRICULUM (WRITER)

33. • These need to be
written or
preserved.
WRITES THE CURRICULUM (WRITER)

34. • The teacher writes
books, modules,
laboratory manuals,
instructional guides,
and reference
materials in paper or
electronic media.
WRITES THE CURRICULUM (WRITER)

35. • A good curriculum
has to be planned. It
is the role of the
teacher to make a
yearly, monthly or
daily plan of the
curriculum.
PLANS THE CURRICULUM (PLANNER)

36. • The teacher takes
into consideration
several factors in
planning a
curriculum.
PLANS THE CURRICULUM (PLANNER)

37. • These are: learners,
support material,
time, subject matter
or content, desired
outcomes , context
of the learners
among others.
PLANS THE CURRICULUM (PLANNER)

38. • In cases where the
curriculum is
recommended to the
schools from DepEd,
CHED, TESDA, UNESCO,
UNICEF or other
educational agencies for
improvement of quality
education, the teacher
is obliged to implement.
INITIATES THE CURRICULUM (INITIATOR)

39. • Implementation of a
new curriculum
requires the open
mindedness of the
teacher, and the full
belief that the
curriculum will
enhance learning.
INITIATES THE CURRICULUM (INITIATOR)

40. • Creativity and innovation are hallmarks of an
excellent teacher. A curriculum is always
dynamic, hence keeps on changing.
INNOVATES THE CURRICULUM (INNOVATOR)

41. • From the content
strategies, ways of
holding, blocks of
time, ways of
evaluating, kinds of
students and skills of
teachers, one cannot
find a single eternal
curriculum that would
perpetually fit.
INNOVATES THE CURRICULUM (INNOVATOR)

42. • The curriculum
that remains
recommended or
written will never
serve its purpose.
implements THE CURRICULUM (implementor)

43. • Somebody has
to implement it.
• Heart of
schooling is the
curriculum.
implements THE CURRICULUM (implementor)

44. • It is in this role
where the
teacher becomes
the implementor
of the curriculum.
implements THE CURRICULUM (implementor)

45. • He is at the height
of an engagement
with the learners ,
with support
materials in order
to achieve the
desired outcome.
implements THE CURRICULUM (implementor)

46. • It is where
teaching,
guiding and
facilitating skills
of the teacher is
expected to be
the highest
level.
implements THE CURRICULUM (implementor)

47. • How can one
determine if the
desired learning
outcomes have
been achieved?
• Is the curriculum
working?
evaluates THE CURRICULUM (evaluator)

48. Namaste!

49. Image Credits
• Amazon.com
• Mrbeasleyaigsite.com
• Keithfranklingbobbitt.com