NEGROS ORIENTAL STATE UNIVERSITY

ED 301 (MODULE 2)
THE TEACHER AND THE SCHOOL CURRICULUM

Prepared by:

Dr. MA. MILA J. BELSONDRA

Asst. Professor 3
ED 301 (Module 2)
 Designing The Curriculum

Lesson 4: The Teacher as Curriculum Designer (Fundamentals of Curriculum Design)

Introduction:

A curriculum as a planned sequence of learning experiences should be at the heart

and mind of a teacher. Every teacher as a curricularist should be involved in designing a
curriculum. In fact, it is one of the teacher’s roles as a curricularist. As such, you will be a
part of intellectual journey of your learners. You will be providing them the necessary
experiences that will enable the learner what you intend them to learn.

Specific Learning Objectives:

 Identify the fundamentals of curriculum designing

 Appreciate the task of designing a curriculum

ACTIVATING

What is curriculum design?

How could it be done?

DISCUSSION

Curriculum design is the planning period when instructors organize the instructional units
for their course. Curriculum design involves planning activities, readings, lessons, and
assessments that achieve educational goals. ... These include subject-centered design, learner-
centered design and problem-centered design.

10 Axioms for Curriculum Designers by Peter Oliva

1.) Curriculum change is inevitable, necessary, and desirable Curriculum should be dynamic.
The school system and teacher should adapt to the changes that occur in school and its
context. Society and its institution continuous encounter problem that they should respond.

2.) Curriculum is a product of time. A curriculum should respond to, and is changed by
some factors including the current social forces, philosophical position, psychological
principles, accumulating knowledge, and educational leadership.

3 . ) Curriculum changes made at an earlier period of time can exist

concurrently with newer curriculum changes A revision in curriculum starts and ends slowly.
More often, Curriculum is gradually phase in and phase out, thus the changes that occur
can co- exist and oftentimes overlap for long period of time.

4.) Curriculum change depends on people to implement the change The teacher is the one
who implement the curriculum and should involve in its development; hence, the
teacher should know how to design the curriculum because when individuals internalize
and own the changes in curriculum, it will be the changes is effective and long
lasting.
5.) Curriculum changes is a cooperative group activityG r o u p d e c i s i o n s i s a t h e
f u n d a m e n t a l a n d s i g n i f i c a n t i n c u r r i c u l u m c h a n g e s . Consultation with the
stakeholders will add a sense of ownership. The student alsoshould participate in aspect of
curriculum designing. Any significant change in thecurriculum should involved a broad
range of stakeholder 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 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. As the needs of learners 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".
It must be carefully planned, 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 the curriculum.

 
ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN

There are many labels or names for curriculum design. Some would call it a syllabus, or alesson plan. Some
would call it a unit of 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,institutions or departments may add other minor parts or
trimmings to the design. 
A lesson plan or teaching guides includes (1) Intended Learning Outcomes (ILO) or DesiredLear
ning Outcome (DLO) formerly labelled as behavioural objectives, (2) Subject Matter orContent, (3) Teaching and
Learning Methods, and (4) Assessment Evaluation. Each of these components or elements is described below.

I. Behavioral Objectives or Intended Learning Outcomes
Begin with the end in view. The objectives or intended learning outcomes are reason for
undertaking the learning lesson from the student’s point of view; it is desired learning outcome 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 of the 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 (Anderson and Krathwohl,
2003) for the development of the cognitive skills. For the affective skills, the taxonomy made by Krathwohl Add
for the psychomotor domain by Simpson.

The statement should be SMART: Specific, Measurable, Attainable, Result-oriented and

Time-bound. For a beginner, it would help if you provide the condition, performanceand
Extentor level of performance in the statement of the intended learning outcomes. For example,
if a lesson intends a students to identify the parts of a 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 prase is intended learning outcomesis 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 explain the reason why…..’it should
be: “ Students must have explain the reason why…..’ This helps students to focus on
what the have to achieve as learning. It will also help curricularisr devise appropriate
assessment tasks.
 Includes different kinds of outcomes. The most common are cognitive objectives
( learning facts, theories, formulae, principles etc.) and performance outcomes ( learning
how to carry out procedures, calculations, 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).

II. Content/ Subject Matter

1. The content of the lesson or unit is the topic or subjecr 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 on previous lessons. Contents which are to basic or too
advanced for the development levels of learners make students euther
bored or baffled and affect their motivation to learn.
 Subject matter should be up-to-date and, if possible,should be reflect
current knowledge and concepts.
 Subject matter should follow the principle of BASICS.

III. References
The reference follow the content. It tells where the content or subject matter has
been taken. The reference maybe a book, a module, or any publication. It must bear the
author of the material and if possible the publications.

IV. TEACHING AND LEARNING METHODS - these are the activities where the
learners derives experiences.  it should allow cooperation, competition, as well as
individualism or independent learning among the students.

V. ASSESSMENT/ EVALUATION -this is to know if learning occurs to the students.

It has three domains
APPLYING
  Secure a copy of sample Lesson Plan

ASSESSMENT
 If you were to improve the design, what will you add , subtract or
modify?. Explain.

ED 301 (Module 2)

Designing the Curriculum

Lesson 5: Approaches To Curriculum Designing

Introduction:

You have been familiarized with the preliminaries of making a sample design through
lesson plan components. You will further enrich your knowledge by looking into how other
curricularist approach the curriculum design.

Specific learning objectives:

 Identify some familiar curriculum designs and approaches to the design

 Analyze the approaches in the light of how these are applied in the school
setting.

ACTIVATING

What are some approaches of Curriculum Designs?

DISCUSSION

1.Subject-Centered Design- This model focuses on the content of the curriculum. The subject
centered design corresponds mostly to the textbook written for the specific subject . The subject-
centered curriculum can be focused on traditional areas in the traditional disciplines
interdisciplinary topics that touch on a wide variety of fields on processes such as problem
solving on the goal of teaching students to be critical consumers of information.

Examples of Subject-centered curriculum:

1. Subject Design The drawback of his design is that sometimes learning is so

compartmentalized. It stresses so much the content that it forgets about students’ natural
tendencies, interest and experiences.

2. Discipline Design Discipline refers to specific knowledge and through a method which
the scholars use to study a specific content of their fields. This comes from a core, correlated
curriculum design that links separate subject designs in order to reduce fragmentation. Subjects
are related to one another but each subject a maintains its identify.
 3. Correlation Design Examples of subject-centered curriculum:

4. Broad field design/interdisciplinary This design was made to prevent the

compartmentalization of subjects and integrate the contents that are related to each other.

2. Learner -Centered Design- centered on certain aspects of the learners themselves may
explore the learner’s own life or family history or local environment.

Examples of Learner -centered curriculum:

1. Child-Centered Design- It is anchored on the needs and interests of the child. The
learner is not considered as a passive individual but as one who engages with his/her
environment. One learns by doing. Learners interact with the teachers and the environment.

2. Experience-Centered design- Experiences of the learners become the starting point of

the curriculum. Thus the school environment is left open and free. Learners are made to choose
from various activities that the teacher provides. The learners are empowered to shape their own
learning from the different opportunities given by the teacher.

3. Humanistic design - Abraham Maslow and Carl Rogers.Maslow The development of

self is the ultimate objective of leaning. It stresses the whole person and the integration of
thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be
interconnected and must be addressed in the curriculum. It stresses the development of positive
self-concept and interpersonal skills.

1. 3. Problem-Centered Design- Problem-centered curriculum is inherently engaging and

authentic, because the students have a real purpose to their inquiry -- solving the
problem.Problem-Centered Curriculum
Types of problems to be explored may include: Life situations involving real problems of
practice Problems that revolve around life at a given school Problems selected from local
issues Philosophical or moral problems Problem-Centered Curriculum

Examples of Problem -centered curriculum:

1.  Life-situations design- It uses the past and present experiences of learners as a means
to analyze the basic areas of living. As a starting point, the pressing immediate problems of the
society and the student’s existing concerns are utilized. Based on Herbert Spencer’s curriculum
writing, his emphases were activities that sustain life, enhance life, and in rearing children,
maintain the individual’s social and political relations and enhance leisure, tasks and feelings.
The connection of subject matter to real situations increases the relevance of the curriculum.

2. Core design- It centers on general education and the problems are based on common
human activities. The central focus of the core design includes common needs, problems,
concerns, of the learners.

Approaches To Curriculum Design

1
APPLYING

What kind of curriculum design influence mostly the K to 12 Curriculum? Why?

ED 301 (Module 2)
 Designing the Curriculum

Lesson 6: Curriculum Mapping and Curriculum Quality Audit

Introduction:

A Curriculum design is reflected in a written curriculum either as a lesson plan, syllabus,

unit plan or a bigger curriculum like K to 12. Before a teacher shall put his plan or design into
action, he/she must need to do a curriculum map.

ACTIVATING

What is curriculum Mapping?

DISCUSSION

Curriculum mapping - is a process for collecting and recording curriculum-related data

that identifies core skills and content taught, processes employed, and assessments used for each
subject area and grade level. The completed curriculum map then becomes a tool that helps
teachers keep track of what has been taught and plan what will be taught.

Creating and working with curriculum maps is a 7-step process involving:

 Phase 1: Data collection.

 Phase 2: A review of all maps by all teachers.
 Phase 3: Small mixed group reviews, in which groups of five to eight diverse faculty
members share individual findings
 Phase 4: Large group comparisons, in which all faculty members gather to examine the
findings of the smaller groups.
 Phase 5: Identification of immediate revision points and creation of a timetable for resolution.
 Phase 6: Identification of points requiring additional research and planning, and a timetable
for resolution of those points.
 Phase 7: Planning for the next review cycle.

The purpose of a curriculum map is to document the relationship between every component of
the curriculum. Used as an analysis, communication, and planning tool, a curriculum map
 allows educators to review the curriculum to check for unnecessary redundancies,
inconsistencies, misalignments, weaknesses, and gaps;
 documents the relationships between the required components of the curriculum and the
intended student learning outcomes;
 helps identify opportunities for integration among disciplines;
 provides a review of assessment methods; and
 identifies what students have learned, allowing educators to focus on building on previous
knowledge.

Bear in mind that curriculum maps are records of implemented instruction -- of what has been
taught during the current school year. Projection maps, or pacing guides, on the other hand,
project what will be covered in the future.

CURRICULUM MAPPING PROCESS

CURRICULUM MAPPING PROCESS

What is a curriculum map?
A curriculum map -is a visual layout of a subject’s education standards (from states,
certifications, etc.) and the resources that a teacher uses to address those standards in the
classroom.

What is Curriculum Audit?

The curriculum audit -will provide the school board, administrators, teachers, and customers a
comprehensive objective look at how well the school system is delivering teaching and learning to
its students. In addition, the audit will identify where the system is in its quest for improvement
and what it has to do to in order to improve in specific areas.

Benefits of Curriculum Quality Audit

1. Identify gaps, under and overpresentation of the curriculum based on the standards.

2. Ensure alignment of learning outcomes, activities and assessment to the standards

3. Achieves am internationally comparable curriculum as standards become the basis of the

curriculum analysis.

APPLYING

Does curriculum mapping help teachers understand what to accomplish within the
period of time?
Is a curriculum map a permanent document?
Can a curriculum map help explain rto parents what their children are learning in
school? Why?
ASSESSMENT

Make a sample of curriculum map and Reflect on the process of curriculum mapping in
this lesson. As a future teacher how will the process of mapping and the map as a tool help you
in your profession?

REFERENCES:

 The Teacher and The School Curriculum by Purita T. Bilbao, EdD, Filomena T.
Dayagbil, EdD, and Brenda B. Corpuz, PhD.
 Internet Sources