2

Module 3 – The Teacher as a Curriculum Designer

Chapter
Curriculum
Development
Crafting the Curriculum
For Teachers
Module 3 The teacher as a Curriculum Designer

33
Module Overview:

A Curriculum as a planned sequence of learning experiences should be at the heart and mind of every
teacher. Every Teacher as a curricularist should be involve in designing a curriculum. In fact, it is one of
the teachers’ roles as a curricularist. As much, you will be a part of the intellectual journey of your
learners. You will be providing them the necessary experiences that will enable the learner what you
intend them learn.

As a curriculum designer this task was not given much attention in the past. Every single day, a
teacher designs a lesson or utilizes a curriculum that has been made and was previously written.
Designing a curriculum is a very challenging task. It is here where the style and creativity of the teacher
some in. thus this module will provide the necessary concepts and activities that you as a teacher can
refer to as you prepare yourself to be a curriculum designer.

Lesson 1 Fundamentals of Curriculum Designing

Desired learning outcomes

• identify the fundamentals of curriculum designing

• appreciate the task of designing a curriculum

Content Focus

Building on Peter Oliva’s 10 axioms for Curriculum Designers

Before a teacher design a curriculum, it would be of great importance to connect to the fundamental
concepts and ideas about the curriculum mentioned in Modules 1 and 2. Every curriculum designer,
implementer, or evaluator should take in mind the following general axioms as a guide in curriculum
development (Oliva, 2003):

1. Curriculum change in 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 its 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 if 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 timeless.
 Module 3 – The Teacher as a Curriculum Designer

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 coexist and oftentimes overlap for long periods of
time.

4. Curriculum change depends on people who will implement the change. Teachers who will
implement the curriculum should be 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 of

curriculum development are suggested. Consultations with stakeholders when possible will add to
a sense of ownership. Even learners should participate in some aspect 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
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 learner 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

“piecemeal”. A curriculum design should be based on a careful plan, should clearly established
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 matrix.

10. Curriculum development starts from where the curriculum is. A curriculum planners and
designers should begin with point for any teacher who plans to enhance and enrich a curriculum.

Building upon the ideas of Olivia, 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)

2. What content should be included to achieve a learning outcomes? (Subject Matter)

3. What learning experiences and resources should be employed? (Teaching-Learning Methods)

4. How will 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 syllabus, or a lesson plan.
Some would call it a unit plan or a course design. Whatever is the name of the design, the common
 Module 3 – The Teacher as a Curriculum Designer

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.

Let us take a 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 labeled 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.

I. 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 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 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 cognitive skills. For the effective skills, the taxonomy made by Krathwohl and 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, 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 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 phase intended learning outcomes is used to refer to the anticipated results after
completing the planned activity or lesson. In farming 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
explained the reason why…’ This helps students to focus on what they have to achieve as learning.
It will also help curricularist devise appropriate assessment tasks.

❖ Include different kinds of outcomes. The most common are cognitive objectives (learning facts,
theories, formulae, principles, etc.) and performance outcome (learning how to carry out
procedures, calculations and processes, which typically include gathering information and
communicating results). In some context, 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

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 on previous lessons. Contents which are too
 Module 3 – The Teacher as a Curriculum Designer

basic or too advanced for the development levels of learners make students 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.

III. 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 Wild (1992) K to 12 Activity Guide, an Interdisciplinary, Supplementary Conversation 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
Mifflin Co. Bolton MA

3. Romo, Salvador B. (2013). Horticulture of Exploratory Course. Lominar Publishing Inc. Quezon City

4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2 nd Ed. Lominar
Publishing Inc. Quezon City

IV. 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 students will experience (lecture, Laboratory classes, fieldwork etc.) and make
them learn. The teaching-learning methods should allow cooperation, Competition as well as individualism
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 encourages and each one contributes to the process 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.

❖ Cooperative 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 every competitive
world.

❖ The various delivery modes to provide learning experiences recommended. Online learning and
similar modes are increasingly important in many curricula, but these need to be planned carefully
to be effective.

VI. 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.
 Module 3 – The Teacher as a Curriculum Designer

❖ 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’s learning. This can be viewed
as an extension of self-assessment and presupposes trust and mutual respect. Research suggest
that students can learn to judge each other’s work as 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 judgment on the student’s achievement by reference to stated criteria). Many assessment
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 weakness 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

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)

All other additional components are trimming that each designer may place. This additional part may
be an institutional template, suggested by other curriculum experts and as required by educational
agencies like the Department of Education, Commission in Higher Education, Accrediting Agencies, and
Professional Organizations that would serve the purposes they intend to achieve.

Take Action

Activity 1: Finding an Example

Instructions: 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 suggestion based
on the principles and concepts you learned in this module.
 Module 3 – The Teacher as a Curriculum Designer

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 of the principles 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 suggestion.

Self-Check

Which of the concepts do you clearly understand? Answer yes or No to the question that follow.

Questions Answer
As a curricuralist and curriculum designer . . . . Yes or No
1. Do you think, curriculum change is inevitable?
2. Does curriculum change not consider the existing one?
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 time tested methods like inductive and lecture no longer?
9. Should content be updated and relevant?
10. Is there only one design that a teacher should know?

If you got 10 correct answers out of 10 items, Congratulations! You are now ready to move to the next
lesson. If otherwise, you need to review this lesson. Good luck.
 Module 3 – The Teacher as a Curriculum Designer

Self-Reflect

Instructions: Provide answers to the incomplete sentences. After reading the discussing with my
classmates, this lesson on fundamentals of curriculum designing of 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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 Module 3 – The Teacher as a Curriculum Designer

Lesson 2 Approaches to Curriculum Designing

Desired Learning Outcomes

• identify some familiar curriculum designs and approaches to the designs

• analyze the approaches in the light of how these are applied in the school setting

Take Off

You have started to be familiar with the preliminaries of making a simple design through a lesson
plan components. You will further enrich your knowledge by looking into how other curricularists
approach the curriculum design. In this lesson, we will see how several examples of curriculum designs
are used in the schools and classrooms.

Content Focus

Types of Curriculum Design Models

There are many ways of looking at curriculum and designing one. For our own purposes, let us focus
on the most widely used examples.

1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The subject-
centered design corresponds mostly to the textbook because textbooks are usually written
based the specific subject or course. Henry Morrison and William Harris are the few curricuralists
who firmly believed in this design. As practiced, school hours are allocated to different school
subjects such as Science, Mathematics, Language, Social Studies, Physical Education, and others.
This is also practiced in the Philippines, because a school day is divided into class period, a school
year into quarters or semester. Most of the schools using this kind of structure and curriculum
design aim for excellence in the specific subject discipline content.

Subject-centered design has also some variations which are focused on the individual
subject, specific discipline and a combination of subjects or disciplines which are a broad field
or interdisciplinary.

1.1. Subject design. What subject are you teaching? What subject are you taking? These are two
simple questions that the teacher and the learner can easily answer. It is because they are familiar
with the subject design curriculum.
 Module 3 – The Teacher as a Curriculum Designer

Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage because
it is easy to deliver. Textbooks are written and support instructional materials are commercially
available. Teachers are familiar with the format, because they were educated using also the
design. In the Philippine educational system, the number of subjects in the elementary education
is fewer than in the secondary level. In college, the number of subjects also differs according to
the degree programs being pursued. For each subject, a curriculum is being designed.

However, the drawback of this design is that sometimes, learning is so compartmentalized. It

stresses so much the content and forgets about students’ natural tendencies, interests and
experiences. The teacher becomes the dispenser of knowledge and the learners are simply the
empty vessel to receive the information or content from the teacher. This is a traditional
approach to teaching and learning.

1.2. Discipline design. This curriculum design model is related to the subject design. However, while
subject design centers only on the cluster of content, discipline design focuses on academic
disciplines. Disciplines refers to specific knowledge learned through a method which the scholars
use to study a specific content of their fields. Students in history should learn the subject matter
like historians, students in biology should learn how the biologists learn, and so with the students
in mathematics, who should learn how mathematicians learn. In the same manner, teachers
should teach how the scholars in the discipline will convey the particular knowledge.

Discipline design model of curriculum if often used in college, but not in the elementary or
secondary levels. So from the subject centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already moving towards their career path
or disciplines as science, mathematics, psychology, humanities, history and others.

1.3. Correlation design. Coming from a core, correlated curriculum design links separate subject
designs in order to reduce fragmentation. Subject are related to one another and still maintain
their identity. For example, English literature and social studies correlate well in the elementary
level. In the two subjects, while history is being studied, different literary pieces during the
historical period are also being studied. The same is true when science becomes the core,
mathematics is related to it, as they are taken in chemistry, physics and biology. Another example
is literature as the core with art, music, history, geography related to it. To use correlated design,
teachers should come together and plan their lessons cooperatively.
 Module 3 – The Teacher as a Curriculum Designer

1.4. Broad field design/interdisciplinary. Broad field design or interdisciplinary is a variation of the
subject-centered design. This design was made to cure the compartmentalization of the separate
subjects and integrate the contents that are related to one another. Thus, subject such as a
geography, economics, political science, anthropology, sociology and history are fused into one
subject called social studies. Language arts will include grammar, literature, linguistics, spelling
and composition.
Sometimes called holistic curriculum, broad fields draw around themes and integration.
Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all
other subject areas revolve around the theme.

2. Learner-Centered Design
Among the progressive educational psychologist, the learner is the center of the educative process. This
emphasis is very strong in the elementary level, however, more concern has been placed on the secondary
and even tertiary levels. Although in high school, the subject or content has become the focus in the college
level, the discipline is the center, both levels still recognize the importance of the learner in the curriculum.
Here are some examples of curriculum designs which are learner-centered.

2.1 Child-centered design. This design is often attributed to the influence of John Dewey. Rouseau,
Pestallozi and Froebel. This curriculum design is anchored on the needs and interests of the child. The
learner is not considered a passive individual but one who engages with his/her environment. One learns
by doing. Learners actively create, construct meaning and understanding as viewed by the constructivists.
In the child-centered design, learners interact with the teachers and the environment, thus there is
collaborative effort on both sides to plan lessons, select content and do activities together. Learning is a
product of the child’s interaction with the environment.

2.2 Experience-centered design. This design is similar to the child-centered design. Although the focus
remains to be the child. Experience-centered design believes that the interests and needs of learners
become a 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. In a school where experience-
centered curriculum is provided, different learning centers are found, time is flexible and children are free
to make options. Activities revolve around different emphasis such as touching, feeling, imagining,
constructing, relating and others. The emergence of multiple intelligence theory blends well with
experience-centered design curriculum.

2.3 Humanistic Design. The key influence in this curriculum design as Abraham Maslow and Carl Rogers.
Maslow theory of self-actualization explains that a person who achieves this level is accepting the self,
others and nature; is simple, spontaneous and natural; is open to different experiences; processes empathy
and sympathy towards the less fortunate among the many others. The person can achieve this state self-
 Module 3 – The Teacher as a Curriculum Designer

actualization later in life but has to start the process while still in school. Carl Rogers, on the other hand,
believed that a person can enhance self-directed learning by improving self-understanding, the basic
attitude to guide behavior.

In humanistic curriculum design, the development of self is the ultimate objective of learning. 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.

3. Problem-Centered Design

Generally, problem-centered design draws on social problems, needs, interest and abilities of the
learners. Various problems are given emphasis. There are those that center on life situations,
contemporary life problems, areas of living and many others. In this curriculum, content cuts across subject
boundaries and must be based on the needs, concerns and abilities of the students. Two examples are
given for the problem-centered design curriculum.
3.1 Life-Situation Design. What makes the design unique is that the contents are organized in ways that
allow students to clearly view problem areas. It uses the past and the 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 students’ existing concerns are utilized. Based on Herbert Spencer’s
curriculum writing, his emphases were activities that sustain life, enhance life, aid in rearing children,
maintain the individual’s social and political relations and enhance leisure, task and feelings. The
connection of subject matter to real situations increases relevance of the curriculum.
3.2 Core problem design. Another example of problem-centered design is core design. It centers on
general education and the problems are based on the common human activities. The central focus
of the core design includes common needs, problems, and concerns of the learners. Popularized by
Faunce and Bossing in 1959, it presented ways on how to proceed using core design of a curriculum.
These are the steps.
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem
Step 3. State and define the problem
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information
Step 7. Analyze and interpret the information
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
 Module 3 – The Teacher as a Curriculum Designer

These are some examples of curriculum designs. There are many more which are emerging and those
that have evolve in the past. The example given may be limited, however; for four purposes, they can very
well represent curriculum designs.

Approaches to Curriculum Design

How will a particular design be approached by the teacher? After writing a curriculum based on the
specific design, let us see how a teacher will approach this. Well find out the utilization of the example
design.

Child or Learner-Centered Approach. This approach to curriculum design is based on the underlying
philosophy that the child or the learner is the center of the educational process. It means that the
curriculum is constructed based on the needs, interest, purposes and abilities of the learners. The
curriculum is also built upon the learners’ knowledge, skills, previous learnings and potentials.
From its design, how should a child-centered curriculum be approached? Let us consider these
principles.
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development of the learner
3. Consider the uniqueness of every learner in a multifunctional classroom.
4. Consider using differentiated instruction or teaching
5. Provide a motivating supportive learning environment for all the learner.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular and co-curricular
activities. Every classroom provides activity centers where children can learn on their own with the
different learning resource materials, learners can just choose which learning center to engage in with
different resources. This arrangement allows for the capacity of every learner to be honed. It also
allows learning how to learn, hence will develop independence. The teacher acts as guide for every
learner. The learner sets goal that can be done within the frame of time.

Subject-Centered Approach. This is anchored on a curriculum design which prescribes separate distinct
subjects for every educational level: basic education, higher education or vocational-technical education.
This approach considers the following principles:
1. The primary focus in the subject matter.
2. The emphasis is on bits and pieces of information which may be detached from life.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content
 Module 3 – The Teacher as a Curriculum Designer

Example of subject-centered approach is given below.

In other setting, School Y aims to produce the best graduates in the school distinct. Every learner
must excel in all academic subjects to be on top of every academic competition. The higher the level
of cognitive intelligence is, the better the learner. Hence the focus of learning is mastery of the subject
matter in terms of mastery of discipline. Memorization, and drill are important learning skills. The
school gives emphasis to intellectual development, and set aside emotional, psychomotor and even
value development. Success means mastery of the content.

Problem-Centered Approach: This approach is based on a design which assumes that in the process of
living, children experience problems. Thus, problem solving enables the learners to become increasingly
able to achieve complete or total development individuals.
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus
developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct participation
in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems in seeking
solutions. Learners are problem solvers themselves.

Example of the problem-centered approach is presented below.

School Z believes that a learner should be trained to solve real life problems that come about
because of the needs, interests and abilities of the learners. Problems persistent in life and society that
affect daily living are also considered. Most of the school activities revolve around finding solutions to
problem like poverty, drug problems, climate change, natural calamities and many more. Since the
school is using a problem-based design, the same approach is used. Case study and practical work are
the teaching strategies that are utilized. Problem-centered approach has become popular in many
schools.

We have given examples of curriculum design and the corresponding approaches. Again, the choice of
the design is influenced by philosophical and psychological beliefs of the designer. It is important that as a
curricuralist, you will be able to understand the different design models and how to approach each one.

Take Action

Activity 1 – The K to 12 Curriculum: What Design?

Get hold of materials about the K to 12. Discuss with your group mates and answer the following:

1. What kind of curriculum design influences mostly the K to 12 Curriculum? (A) Subject-Centered? (B)
Learner-Centered (C) Problem-Centered? (You may have one more than answer)

2. Cite an illustrative example that relates to our choice.

 Module 3 – The Teacher as a Curriculum Designer

3. Place your answer on a matrix like the one below.

Type of Curriculum Design in K to 12 Illustrative Example

Subject-Centered Design/Approach

Learner-Centered Design/Approach

Problem-Centered Design/Approach

Self-Check

Identify what kind of design and approach are utilized in the following descriptions.

1. Only students who master the subject content can succeed.

2. Students are encouraged to work together to find answers to their task.

3. No learner is left behind in reading, writing and arithmetic.

4. School means survival of fittest.

5. Teacher extends class because the children have not mastered the lesson.
6. Lesson deals with finding solution to everyday problem

7. Differentiated instruction should be utilized for different ability groups.

8. Accumulation of the knowledge is the primary importance in teaching.

9. Learning how to learn is observable among students.
10. Students are problem-finders and solution-givers.

Self-Reflect

1. Choose one statement and reflect on it. What do you think and feel about it?
Statement No. 1 – “Schools that approach the curriculum as subject-centered, make robots
out of the students.”

Statement No. 2 – “In schools where child-centeredness is the approach, discipline is weak.”
Statement No.3 – “Students are too young to solve life’s problem, why should they do
problem solving in school?”
 Module 3 – The Teacher as a Curriculum Designer

3 Lesson 3 Curriculum Mapping

Desired learning outcomes

• define curriculum mapping as a part of curriculum designing

• identify the purpose of curriculum maps

• familiarizing oneself of some examples of curriculum maps

Take Off

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 this plan or design into action, he/she must
need to do a curriculum map.

Have you ever wondered how to pace your lesson, so that it will cover a period of time like hours,
weeks, quarters, semester or the whole year?

This lesson will teach us, curricuralists, an important process and tool in curriculum development
which is Curriculum Mapping and Curriculum Maps.

Content Focus

Curriculum Mapping

Curriculum mapping is a process or procedure that follows curriculum designing. It is done before
curriculum implementation or the operationalization of the written curriculum. This process was
introduced by Heidi Hayes Jacobs in 2004 in her book Getting Results with Curriculum Mapping (ASCD,
2004). This approach is an ongoing process or “work-in-progress”. It is not a one-time initiative but a
continuing action, which involves the teacher and other stakeholders, who have common concerns.
Curriculum mapping can be done by teachers alone, a group of teachers teaching the same subject, the
department, the whole school or district or the whole educational system.

Some curriculum would describe curriculum mapping as making a map to success. There are common
questions that are asked by different stakeholders, like teachers, colleagues, parents, school officials and
the community as well. These Questions may include:

1. What do my students learn?

2. What do they study in the first quester?

3. What are they studying in the school throughout the year?

4. Do my co-teachers who handle the same subject, cover the same content? Achieve the same
outcomes? Use similar strategies?
 Module 3 – The Teacher as a Curriculum Designer

5. How do I help my students understand the connections between my subjects and other subjects
within the year? Next year?

Curriculum mapping, may be able to answer these questions above. Furthermore, mapping will
produce a curriculum map, which is a very functional tool in curriculum development.

Curriculum Mapping Process

There are many ways of doing things, according to what outcome one needs to produce. This is also
true with curriculum mapping. However, whatever outcome (map) will be made, there are suggested steps
to follow.

Example A.

1. Make a matrix or a spread sheet.

2. Place a timeline that you need to cover (one quarter, one semester, one year). This should be
dependent on time frame of a particular curriculum that was written.

3. Enter the intended learning outcomes, skills needed to be taught or achieved at the end of
the teaching.

4. Enter the same matrix the content areas/subject areas to be covered.

5. Align and name each resource available such as textbooks, workbooks, module next to
subject areas.

6. Enter the teaching-learning methods to be used to achieve the outcomes.

7. Align and enter the assessment procedure and tools to the intended learning outcomes,
content areas and resources.

8. Circulate the map among all involved personnel for their inputs.

9. Revise and refine maps based on suggestion and distribute to all concerned.

You will find example A as a component of an OBE-Inspired syllabus for the higher education.
However, this can be modified for basic education to serve the specific purpose as you will see in some
maps.

Example B (For a degree program in college)

1. Make a matrix or a spread sheet.

2. Identify the degree or program outcomes (ex. BEEd, or BSED)

3. Identify the subjects or courses under the degree (GenEd, Prof.Ed, and Major for BSEd)

4. List the subject along the vertical cells of the matrix in a logical or chronological order.

5. List of degree program outcomes along the horizontal cell (use code as PO1, PO2…if outcomes
are too long to fit in the cell) PO means Program Outcomes

6. Cross the Subject and the Outcome, and determine if such subject accomplishes the
outcomes as either Learned (L), Performed (P) or given Opportunity (O). Place the code in the
corresponding cell.
 Module 3 – The Teacher as a Curriculum Designer

7. Fill up all cells

8. After accomplishing the map, use it as a guide for all teachers teaching the course for students
to complete the degree of four years.

The curriculum Map

Curriculum amps are visual timelines that outline desired learning outcomes to be achieved, content
skills and values taught, instructional time, assessment to be used, and the overall student movements
towards the attainment of the intended outcomes. Curricular maps may be simple or elaborate that can
be used by individual teacher, a department, the whole school or educational system. A map is geared to
a school calendar.

Curriculum maps provide quality control of what are taught in schools to maintain excellence,
efficiency and effectiveness. It is intended to improve instruction and maintain quality of education the all
stakeholders need to be assured.

Sometimes, parents and teachers would ask questions like: “why is my friend’s son studying decimal
in Mr. Bernardo’s class and my own son is not studying the same in Miss Julia’s class when they are of
the same grade level?” or Why do some of my students recognize the parts of speech while others are
totally lost?”

Parents, teachers are the whole educational community can look at the curriculum map to see that
intended outcomes and content are covered. A map can reassure stakeholder’s specific information for
pacing, and alignment of the subject horizontally or vertically. It will also avoid redundancy, inconsistencies
and misalignment. Courses that are not correctly aligned will allow teachers to quickly access the mastery
of the skills in the previous grade, to avoid unnecessary reteaching.

Horizontal alignment, called sometimes as “pacing guide”, will male all teachers, teaching the same
subject in a grade level to follow the same timeline and accomplishing the same learning outcomes. This is
necessary for state-mandated, standard-based assessment that we have in schools. Vertical alignment, will
see to it that concept development which may be in hierarchy or in spiral form does not overlap but building
from a simple to more complicated concepts and skills. Alignment, either vertical or horizontal, will also
develop interdisciplinary connections among teachers and students, between and among courses.
Teachers can verify that skills and content are addressed in other courses or to higher levels, thus making
learning more relevant.

A curriculum map is always a work in progress that enables the teacher or the curriculum review team
to create and recreate the curriculum. It provides a good information for modification of curriculum,
changing of standards and competencies in order to find ways to build connections in the elements of the
curricula.

Example of a Curriculum Map

Here are two examples of a curriculum map. Sample A is for Basic Education and Sample B is for a
College Level.

Example A: Except from DepEd curriculum Guide for Science 3 shows a sample of map for Quarter 1 and
2. A column for Code was not included.
 Module 3 – The Teacher as a Curriculum Designer

ELEMENTARY SCIENCE GRADE 3

Note: For Quarter 2, there are still two major content which are 3. Living Things 3.1 Plants and 4.
Heredity: Inheritance and variations

Content Content Performance Learning Learning Materials

Standards Standard Competency
Grade 3 –Matter
FIRST QUARTER/FIRST GRADING PERIOD
1. Properties The learners The learners should be able The learners should be Learning Guide in
1.1 Characteristics of demonstrate to…. able to…. Science & Health:
solids, liquids, gases understanding of……. Mixtures
Ways of sorting Group common objects Describe the different
materials and found at home and in objects based on their BEAM-Grade 3 Unit 4
describing them as school according to solids, characteristics (e.g. Materials LG-Science 3
solid, liquid or gas liquids and gas Shape, Weight, Materials Module 1
based on observable Volume, Ease of Flow
properties

Classify objects and

materials as solid,
liquid and gas based on
some observable
characteristics

Describe ways on the

proper use and
handling solid, liquid
and gas found at home
and in school

Changes that materials Effects of Investigate the different Describe changes in BEAM-G3 unit 3
undergo temperature on changes in materials as materials based on the Materials-Distance
materials affected by temperature effect of temperature Learning Module
4.1 Solid to liquid BEAM G3 unit 3
4.2 Liquid to solid Materials Module 44-49
4.3 Liquid to gas
4.4 Solid to gas

Grade 3-Living things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. Living Things The learners The learners should be able The learners should be
1.1 Humans demonstrate to…. able to….
1.2 A Sense Organs understanding of. .
Practice Healthful habits in 1. Describe the parts
Parts and functions taking care of the sense and functions of the
of the sense organs organs sense organ of the
of the human body human body;

2. Enumerate healthful
habits to protect the
sense organs;
2. Living Things Parts and functions Enumerate ways of 3. describe the animals BEAM-Grade 3-Unit 2
2.1 Animals of animals and grouping animals based on in their immediate Animals DLP
importance to their structure and surrounding; Science 3 DLP 19
humans importance Beam-Grade 3-Unit 2
4. identify the parts and Animals
function of animals DLP Science 3 31-32
5. classify animal Learning Guide in
according arts and use; Science & Health: The
body Body Guards
6. state the importance
of animals to humans;
 Module 3 – The Teacher as a Curriculum Designer

7. describe ways of
proper handling of
animals

Sample A1 – Science Curriculum Map Showing the Sequence of Domain for the Year per Quarter
Qtr. G3 G4 G5 G6 G7 G8 G9 G10
1 Matter Matter Matter Matter Matter Force, Living Earth and
motion & Things Space
Energy and Their
Environm
ent
2 Living Things Living Things Living Things Living Things Living Things Earth and Matter Living Things
and Their and Their and Their and Their and Their Space and Their
Environment Environment Environment Environment Environment Environment
3 Force, motion Force, Force, Force, Force, Matter Earth and Living Things
& Energy motion & motion & motion & motion & Space and Their
Energy Energy Energy Energy Environment
4 Earth and Earth and Earth and Earth and Earth and Living Things Force, Matter
Space Space Space Space Space and Their motion &
Environment Energy

Sample B –Curriculum Map for Bachelor of Elementary Education (Professional Education Courses)
Outcomes PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8
Sample Subjects
Child Dev. P L L O L O O O
Facilitating Human P P L O L O L O
Learning
Social Dimensions P L L O L O L O
Teaching Profession P P P P P O P P
Principles of Teaching P P P P L O P O
Assessment of Learning P P P P L O P O
Educational Technology P P P P L O P O
Curriculum P P P P O O P P
Development
Developmental Reading P P P P O O P O
Field Study P P O P O P P P
Practice Teaching P P P P P P P P

Legend:

L – Learned outcomes (knowledge, skills, values)/outcomes achieved in the subject

P – Practised the Learned outcomes (knowledge, skills, values)

O – Opportunity to learn and practise (opportunity to learn and pracitise knowledge, skills and values
but not taught formally)

Note:

1. Not all professional subject are entered in the matrix.

2. Desired outcomes for the professional courses are:

PO1 – Applied basic higher 21st century skills.

PO2 – Acquired deep understanding of the learning process.

PO3 – Comprehended knowledge of the content they will teach.

 Module 3 – The Teacher as a Curriculum Designer

PO4 – Applied teaching process skills (curriculum designing, materials development, educational
assessment, teaching approaches).

PO5 – Facilitated learning of different types of learners in diverse learning environments

PO6 – Directed experiences in the field and classrooms (observation, teaching, assistance,
practice teaching)

PO7 – Demonstrated professional and ethical standards of the profession.

PO8 – Demonstrated creative and innovative thinking and practice of alternative teaching
approaches.

Take Action

Activity 1 – Let’s Apply

1. Using the sample A1 for science Curriculum Map, what knowledge and understanding have you
learned? Analyze the matrix and answer the questions that follow:

1.1. What are the main clusters of science content that students should learn from G3 to G10?

1.2. How does the science content progress from grade 3 to Grade 10?

1.3. When you look at and analyze the map, what summary ideas can you give?

1.4. Science Curriculum is spiral. How do you explain that terms of what you see in the map?

2. Using Sample B, Analyze and answer the following question briefly:

2.1. What is the meaning of Practised with a green background for the subject Teaching Profession
and PO1 Applied basic and higher 21st century skills?

2.2. What is your interpretation of the colored cell with Learned that crossed between subject Social
Dimensions and PO5, Facilitate learning of different types of learners in diverse learning
environment?

2.3. What does the colored Opportunity in the cell of the subject Curriculum Development that
crosses with the PO6 Direct Experience in the field and classroom (observations, teaching
assistance, practice teaching)?

Self-Check

Make a wise decision. Show me that you understood the lesson. Know the difference between YES
and NO answer to each of the question.

1. Does curriculum mapping help a teacher understand what to accomplish within the period of
time?

2. Is a curriculum map a permanent document?

3. Can a curriculum map help explain to parents what their children are learning in school?
 Module 3 – The Teacher as a Curriculum Designer

4. Is curriculum mapping a task of only teacher?

5. Can a curriculum map as a tool be used in instructional supervision?

Self-Reflect

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

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