Eastern Mindoro College

BONGABONG, ORIENTAL MINDORO

Tel. No.(043)-283-5479; email_1945 @ yahoo.com
COLLEGE DEPARTMENT

NAME: COURSE:

DATE: THE TEACHER & THE SCHOOL CURRICULUM ROOM:

CONTACT NO. INSTRUCTOR: MR. MAGTIBAY

EMAIL ADD: RATING:

LESSON 3.1: FUNDAMENTALS OF CURRICULUM DESIGN

WEEK 7 , 3 HOURS
I. FOCUS:
In this module, challenge yourself to:
• Identify the fundamentals of curriculum designing
• Appreciate the task of designing a curriculum

II. INTRODUCTION:
Building on Peter Oliva's 10 Axioms for Curriculum Designers
As we begin to discuss about curriculum designing, all teachers need to know the different
axioms or theorems regarding curriculum as presented by Gordon, W. Taylor R., and Oliva, P. in
2019. These axioms will be used to guide curricularist in designing a curriculum. Axioms are
principles that practitioners as curriculum designer can use as guidelines or a frame of reference.

III. STRATEGIES/CONTENT
A. ANALYSIS/ABSTRACTION AND GENERALIZATION

GEAR UP YOUR MIND!

Highlights:
➢ LESSON 3.1: FUNDAMENTALS OF CURRICULUM DESIGN

Ten Axioms About Curriculum That Teachers Need as Reminders

1. Curriculum change is inevitable, necessary, and desirable.

Earlier it was stated that one of the characteristics of curriculum is its being dynamic. Because
of this, teachers should respond to the changes that occur in schools and in their context. Societal
development and knowledge revolution come so fast that the need to address the changing condition
requires new curriculum designs.

2. Curriculum is a product of its time.

A relevant curriculum should respond to changes brought about by current social forces,
philosophical positions, psychological principles, new knowledge, and educational reforms. This is
also called timeliness.
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3. Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
A revision in a curriculum starts and ends slowly. More often, curriculum is gradually phased
in and phased out, thus the changes that occur can coexists and oftentimes overlap for long periods
of time.

4. Curriculum change depends on people who will implement the change.

Teacher who will implement the curriculum should involve in its development, hence should
know how to design a curriculum. Because the teachers are the implementers of the curriculum, it
is best that they should design and own the changes. This will ensure an effective and long-lasting
change.

5. Curriculum development is a cooperative group activity.

Group decisions in some aspects or curriculum development are suggested. Consultations
with stakeholders, when possible, will add to a sense of ownership. Even learners should participate
in some aspects of curriculum designing. Any significant change in the curriculum should involve a
broad range of stakeholders to gain their understanding, support, and input.

6. Curriculum development is a decision-making process made

from choices of alternatives.
A curriculum developer or designer must decide what contents to teach, philosophy or point
of view to support, how to provide for multicultural groups, what methods or strategies, and what
type of evaluation to use.

7. Curriculum development is an ongoing process.

Continuous monitoring examination, evaluation, and improvement of curricula are to be
considered in the design of the curriculum. As the needs of learners change, as society change, as
society changes, and as new knowledge and technology appear, the curriculum must change.

8. Curriculum development is more effective if it is a comprehensive process,

rather than a "piecemeal".
A curriculum design should be based on a careful plan, should clearly establish intended
outcomes, support resources and needed time available and should equip teaching staff
pedagogically.

9. Curriculum development is more effective when it follows a systematic process.

A curriculum design is composed of desired outcomes, subject matter content complemented
with references, set of procedures, needed materials and resources and evaluation procedure which
can be placed in a matrix.

10. Curriculum development starts from where the curriculum is.

Curriculum planners and designers should begin with existing curriculum. An existing design
is a good starting point for any teacher who plans to enhance and enrich a curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a curriculum by identifying its
components. For most curricula the major components or elements are answers to the following questions:

1. What learning outcomes need to be achieved? (Intended Learning Outcomes)

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2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources should be employed? (Teaching-Learning Methods)
4. How will the achieved Learning outcomes be measured? (Assessment of Achieved Learning
Outcomes)

Elements or Components of a Curriculum Design

There are many labels or names for curriculum design. Some would call it a syllabus or a Iesson
plan. Some would call it a unit plan or a course design. Whatever is the name of the design, the common
components for all of them are almost the same. However, some schools, or departments may add other
minor parts or trimmings to the design.

Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide includes (1)
Intended Learning Outcomes (ILO) or the Desired Learning Outcomes (DLO) formerly labelled as
behavioral objectives, (2) Subject Matter or Content, (3) Teaching and Learning Methods and (4)
Assessment Evaluation. Each of these components or elements is described below.

1. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning outcomes are the reasons for
undertaking the learning lesson from the student's point or view; it is desired learning outcomes that is to
be accomplished in a particular learning episode, engaged in by the learners under the guidance of the
teacher. As a curriculum designer, the beginning of the learning journey Is the learning outcomes to be
achieved. In this way, both the learner and the teacher are guided by what to accomplish.

The behavioral objectives, intended learning outcomes or desired learning outcomes are expressed in
action words found in the revised Bloom's Taxonomy of Objectives (Andersen and Krathwohl, 2003) for the
development of the cognitive skills. For the effective skills, refer to the taxonomy made by Krathwohl and
for the psychomotor domain by Simpson.

The statements should be SMART: Specific, Measurable, Attainable, Result-oriented and Time-bound.
For a beginner, it would help if you provide the Condition, Performance and Extent or Level of Performance
in the statement of the intended earning outcomes.
For example, if a lesson intends the students to identify the parts of simple flower as stated in the
desired learning outcomes, then students should have identified the parts of a simple flower, at the end of
the lesson.

Sometimes the phrase intended learning outcomes is used to refer to the anticipated results after
completing the planned activity or lesson. In framing learning outcomes, it is good practice to:

• Express each outcome in terms of what successful students will be able to do. For example,
rather than stating Students will be able to do. For example, rather than stating Students will be
able to explain the reason why.... it should be: "Students must have explained the reasons
why....'This helps students to focus on what they have to achieve as learning. It will also help
curricularists devise appropriate assessment tasks

• Include different kinds of outcomes. The most common are cognitive objectives (learning facts,
theories, formulae, principles etc.) and performance outcomes (learning how to carry out

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procedures, calculation and processes, which typically include gathering information and
communicating results). In some contexts, affective outcomes are important too (for developing
attitudes or values, e.g., those required as a person and for a particular profession)

2. Content/Subject Matter
The content of the lesson or unit is the topic or subject matter that will be covered. In selecting
content, you should bear in mind the following principles in addition to those mentioned about the
content in previous lessons:

•
Subject matter should be relevant to the outcomes of the curriculum. An effective curriculum
is purposive and clearly focused on the planned learning outcomes.
• Subject matter should be appropriate to the level of the lesson or unit. An effective curriculum
is progressive, leading students towards building previous lessons. Contents which are too
basic or too advance for the development levels of learners make student either bored or
baffled and affect their motivation to learn.
• Subject matter should be up-to-date and, if possible, should reflect current knowledge and
concepts.
• Subject matter should follow the principle of B A S I C S.
3. References
The reference follows the content. It tells where the content or subject matter has been taken.
The reference may be a book, a module, or any publication. It must bear the author of the material
and if possible, the publications. Some examples are given below.
1. Project Wid (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary Coversation and
Environmental Education Program. Council of Environmental Education, Bethesda, MD
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science. Houghton
Miffin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Eploratory Course. Lorimar Publishing lnc. Quezon City
4. Bilbao, Purita P and Corpuz, Brenda B. et al (2012). The teaching Profession 2nd Ed. Lormar
Publishing Inc. Quezon City

4. Teaching and Learning Methods

These are the activities where the learners derive experiences. It is always good to keep in mind
the teaching strategies that student will experience (lectures, laboratory classes, fieldwork etc.) and make
them learn. The teaching-learning methods should allow competition as well as individuals or independent
learning among the students. For example:
• Cooperative learning activities allow students to work together. Students are guided to learn on their
own to find solutions to their problems. The role of the teachers is to guide the learners. Democratic
process is encouraged, and each one contributes to the success of learning. Students learn from
each other in ways. Group projects and activities considerably enhance the curriculum.
• Independent learning activities allow learners to develop personal responsibility. The degree of
independence to learn how to learn is enhanced. This strategy is more appropriate for fast learners.
• Competitive activities, where students will test their competencies against another in a healthy
manner, allow learners to perform to their maximum. Most successful individuals in their adult life
are competitive, even in early schooling They mostly become the survivors in a very competitive
world.
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• The use of various delivery modes to provide learning experiences is recommended. Online learning
and similar modes are increasingly important in many curricula, but these need to be planned
carefully to be effective.

There are some examples of very simple teaching-learning methods with detailed steps that
you can start using as you begin teaching.

Some Behaviorist Teaching Learning Methods

A. Direct instruction: Barak Rosenshein Model (in Ornstein & Hunkins 2018)
Detailed Steps:
1. State Learning Objectives/ Outcomes: Begin lesson with a short statement of objective or
desired lesson learning outcomes.
2. Review: Introduce short review of previous or prerequisite learning
3. Present new materials: Present materials in small, sequenced manner.
4. Explain: Give clear and detailed instructions and explanations.
5. Practice: Provide active practice for all students.
6. Guide. Guide students during initial practice, or provide seatwork activities.
7. Check for understanding. Ask several questions, assess student’s comprehension.
8. Provide Feedback. Provide systematic feedback and corrections.
9. Assess performance. Obtain student success rate of 80 percent or more during practice
session.
10. Review and test. Provide tor spaced review and testing.

B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)
1. Review. Focus on previous lesson, ask students to summarize main points.
2. Anticipatory set. Focus student's attention on new lesson. Stimulate interest in the new materials.
3. Objective. State explicitly what is to be learned, state rationale on how it will be useful.
4. Input. Identify needed knowledge and skills for learning new lesson, present materials in sequenced
steps.
5. Modeling. Provide several examples or demonstrations throughout the lesson.
6. Check for understanding. Monitor students' work before they become involved in lesson activities,
check to see they understand directions or tasks.
7. Guided practice. Periodically ask students questions and check their answers. Again monitor
understanding.
8. Independent practice. Assign independent work or practice when it is reasonably sure that
students can work on their own with understanding and minimal frustration.

C. Mastery Learning; JH Block and Lorin Anderson Model (Ornstein &Hunkins, 2018)
1. Clarify. Explain to students what they are expected to learn.
2. Inform. Teach the lesson, relying on the whole group instruction.
3. Pretest. Give a formative quiz on a fault-basis.
4. Statistics can Group. Based on results, divide the class into mastery and non-mastery groups (80%
is considered mastery)
5. Enrich and correct. Give enrichment instruction to mastery group. Give corrective (practice/drill) to
non-mastery group.
6. Monitor. Monitor student progress; vary amount of teacher time and support for each group based
on group size and performance.

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7. Posttest. Give a summary test or non-mastery group

8. Assess performance. At least 75% of the students should achieve mastery by the summative test.
9. Reteach. If not, repeat procedures; starting with corrective instruction (small study groups, individual
tutoring, alternative instructional materials, extra homework, reading materials practice and drill).

D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018)
1. Review. Review concepts and skills related to homework, provide review exercises.
2. Development. Promote students understanding, provide controlled practice.
3. Assess comprehension. Ask questions, provide controlled practice.
4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain momentum.
5. Accountability. Check the students work.
6. Homework. Assign homework regularly, provide review problems.
7. Special reviews. Provide weekly reviews to check and further maintain and enhance learning.

Teaching-Learning Environment
In the choice of the teaching learning methods, equally important is the teaching learning
environment. Brian Castaldi in 1987 suggested four criteria in the provision of the environment or learning
spaces in designing a curriculum. These criteria include (1) adequacy (2) suitability, (3) efficiency and (4)
economy.

1. Adequacy - This refers to the actual learing space or classrooms. Is the classroom large enough
for student's mobility for class interaction and collaborative work. Is there enough light and ventilation
so that the learning spae is conducive, and safe for learning? To provide learning condition that will
provide opportunities that will develop the 21st century skills, there must be a provision for the
utilization of teaching and learning and the use for cyberspace.
2. Suitability - This relates to planned activities. Suitability should consider chronological and
developmental ages of learners. Also, to be considered will be the socio-cultural, economic even
religious background of the learners.
3. Efficiency- This refers to operational and instructional effectiveness.
4. Economy- This refers to cost effectiveness. How much is needed to provide instructional materials?

5. Assessment/Evaluation
Learning occurs most effectively when students receive feedback, i.e. when they receive information
on what they have already (and have not) learned. The process by which this information is generated is
assessment. It has three main forms:
• Self-assessment, through which students learn to monitor and evaluate their own learning. This
should be a significant element in the curriculum because we aim to produce graduates who are
appropriately reflective and self-critical.
• Peer assessment, in which students provide feedback on each other learning. This can be viewed
as an extension of self-assessment ana presupposes trust and mutual respects. Research suggests
that students can learn to judge each other's reliably as staff.
• Teacher assessment, in which the teacher prepares and administers tests and gives feedback on
the student's performance.
Assessment may be formative (providing feedback to help the student learn more) or summative
(expressing a judgement on the student achievement by reference to stated criteria). Many assessments

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task involve an element of both, e.g., an assignment that is marked and returned to the student with detailed
comments.
Summative assessment usually involves the allocation of marks or grades. This helps the teacher
make decisions about the progress or performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their work than by
knowing the mark or grade given to it. For this reason. summative assessment tasks (including unseen
examinations) should include an element of formative feedback, if possible.

Application of the Fundamental Components to Other Curriculum Designs

While our example refers only to designing a lesson plan which is a mini curriculum, similar
components will also be used in making a syllabus for teaching in higher education courses or other
curricular projects. Based on the curriculum models we have learned; the fundamental components include
the following:

Major components of a Course Design or Syllabus

1. Intended Outcomes (or Objectives)
2. Content Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
Simply put, curriculum design is the organization of curriculum components. All other additional
components are trimmings that each designer may add. This may be institutional template or suggested
by other curriculum experts or required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional Regulation Commission to achieve
a specific purpose of such agency.

APPLICATION 1. BOOST UP YOUR LEARNING!

Take Action
Activity 1: Finding an Example
Instruction: With a partner. . . . .
1. Secure a copy of a sample Lesson Plan.
2. Using the matrix given below, analyze the sample you secured and give your
suggestions based on the principles and concepts you learned in this module.

Components Copy from the Sample Your comment/ suggestion

Title of the Lesson Plan
Intended Learning
Outcomes/Objectives
Content/Subject Matter
Methods/ Strategies
Evaluation/Assessment

Answer briefly:
1. Which one principle of Oliva is reflected in the Lesson Plan? Explain briefly.

2. If you were to improve the design, what will you add, or subtract or modify?
Write your re-design suggestions.

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Self-Check
Which of the following concepts do you clearly understand? Answer Yes or No to the questions that
follow.
Questions Answer
As a curricularist and curriculum designer Yes or No
1. Do you think curriculum change is inevitable?

2. Does curriculum change not consider is inevitable?

3. Should curriculum be designed only by one person?

4. Should any change in curriculum include an evaluation

process?

5. Does curriculum change mean total overhaul?

6. Should learning outcomes be considered first before

the content?

7. Should teaching methods consider only the expertise of

the teacher?

8. Are times tested methods like inductive and lecture no

longer useful?

9. Should contents be updated and relevant?

10. Is there only one design that a teacher should know?

If you got 10 correct answers out of 10 times, Congratulations! You are now ready to move to the
next lesson. If otherwise, you need to review this lesson. Good luck.

Self-Reflect
Instructions: Provide answers to the incomplete sentences. After reading and discussing with my
classmates, this lesson on fundamentals of curriculum designing or crafting a curriculum,

1. I realize that
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2. I feel that
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3. I need to
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Prepared by:
MR. JAYMAR B. MAGTIBAY
Instructor

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