CHAPTER 2 — Designing the Curriculum Module 3 — The Teacher as a Curriculum Designer inn ‘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 involved in designing a curriculum, In fact, itis one of the teachers’ roles as a curricularist. As such, you will be a part of the intellectual journey of your learners. You will be providing the necessary experiences that will enable the learner what you intend them to 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 come 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. Fundamentals of Curriculum Design Desired Learning Outcomes Identify the fundamentals of curriculum designing Appreciate the task of designing a curriculum 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 Dy 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 frame of reference. ‘Ten Axioms About Curriculum That Teachers Need as Reminders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 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. Curriculum changes made earlier can exist concurrently with newer curt 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. Curriculum change depends on people who will implement the change. Teachers who will implement the curriculum should be involved 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. 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 leamers 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 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. 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 changes, and as new Knowledge and technology appear, the curriculum must change. 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. Curriculum development is more effective when systematic process. A curriculum design is composed of desired outcomes, subject matter content complemented with references, set of procedures, needed materials and resources and procedure which can be placed in a matrix. ‘ulum10. Curriculum development starts from where the curriculum is. Curriculum planners and designers should begin with a curriculum. An existing design is a good starting 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) What content should be included to achieve the learning outcomes? (Subject Matter) What leaming experiences and resources should be employed? (Teaching-Leaming 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 lesson 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, institutions 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 Leaming Outcomes (LO) or the Desired Learning Outcome (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. L. 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 leaming outcome that 1s be accomplished in a particular learning episode, engaged in by n learners under the guidance of the teacher, As a curriculum design the beginning of the learning journey is the learning outcomes 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 affective skills, refer to 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 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 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. Tt will also help curricularists devise appropriate assessment tasks. % Include different kinds of outcomes. The most common are cognitive objectives (leaming facts, theories, formulae, principles ete.) 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). I. 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 basie 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 ‘* Subject matter should follow the principle of BA SIC sIIL. 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, L. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary Conservation and Environmental Education Program. Council of Environmental Education, Bethesda, MD Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science. Houghton Mifilin Co. Boston MA 3. Romo, Salvador B. (2013). Horticulture an Exploratory Course Lorimar Publishing Inc. Quezon City 4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession 2nd Ed. Lorimar Publishing Ine. Quezon City 1V. 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 (lectures, laboratory classes, fieldwork ete.) 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 leaming 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 leaming. Students learn from each other in ways. Group projeets and activities considerably enhance the curriculum, % Independent leaming activities allow learners to develop personal responsibility. The degree of independence to lea how to leam is enhanced. This strategy is more appropriate for fast learners. Competitive activities, where students will test the competencies against another in a healthy manner, allow leamers 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 word. % 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 you can start using as you begin teaching, Some Behaviorist Teaching Learning Methods 1. Direct Instruction: Barak Rosenshine Model (in Ornstien & steps that Hunkins, 2018) Detailed Steps: 1. State Learning Objectives’ Outcomes: Begin lesson with a short statement of objective or desired lesson learning outcomes Review: Introduce short review of previous or prerequisite learning. Present new materials: Present materials in small, sequenced manner. Explain: Give clear and detailed instructions and explanations. Practice: Provide active practice for all students. Guide. Guide students during initial practice; or provide seatwork activities Check for understanding, Ask several questions, assess students’ comprehen: Provide Feedback. Provide systematic feedback and corrections. Assess performance. Obtain student success rate of 80 percent or more during practice session 10. Review and test, Provide for spaced review and testing, Ser aneyn 2. G led 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 or how it will be useful 4, Input. Identify needed knowledge and skills for learning new lesson; present materials in sequenced steps. 5. Modelling. 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 if 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 (in Ornstein & Hunkins, 2018) 1. Clarify. Explain to students what they are expected to learn,Inform. Teach the lesson, relying on the whole instruction Pretest. Give a formative quiz on a no fault-basis, students can check their own paper. Group. Based on results, divide the class into mastery and non-mastery groups (80% is considered mastery) Enrich and correct. Give enrichment instruction to mastery group. Give corrective (practice/drill) to non-mastery group. Monitor. Monitor student progress; vary amount of teacher time and support for each group based on group size and performance. Post-test. Give a summary test for non-mastery group. Assess performance. At least 75% of the students should achieve mastery by the summative test. Reteach., If not, repeat procedures; starting with corrective instructions (small study groups, individual tutoring, alternative instructional material materials practice and drill). extra homework, reading D, Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018) A eyeene Review. Review concepts and skills related to homework provide review exercises, Development. Promote students understanding, provide controlled practice. Assess comprehension. Ask questions, provide controlled practice. Seatwork, Provide uninterrupted seatwork; get everyone involved, sustain momentum, Accountability. Check the students work Homework. Assign homework regularly; provide review problems 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, (5) efficiency and (4) economy. Adequacy- This refers to the actual learning space or classtooms. 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 space 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 technology for teaching and learning and the use of the cyberspace.2. ~ This relates to planned activities. Suitability should consider chronological and developmental ages of leamers. Also to be considered will be the socio-cultural, economic even religious background of the learners. 3. Efficieney- This refers to operational and instructional effectiveness, 4, Economy- This refers to cost effectiveness. How much is needed to provide instructional materials? VI. Assessment/Evaluation Leaning 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 lear to monitor and evaluate their own learning. This should be a significant clement 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 suggests that students can learn to judge each other's work as reliably as staff. % Teacher ment, in which the teacher prepares and administers tests and gives feedback on the student's performance. Assessment may be formative (providing feedback to student learn more) or summative (expressing a judgment on the help the student's achievement by reference to stated criteria) Many assessment tasks involve an element of both, e.g. an assignment that is marked and retumed 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 seen 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 Department of Education, Commission on Higher Education, Accrediting Agencies, Professional Regulation Commission to achieve a specific purpose of such agency.ae a one ne Senco! Designing the C urriculum QEENEEM The Teacher as a Curriculum Designer Seas The Teacher 8 9 COS _——_——— {Module Overview A curriculum as a planned sequence of learning experiences should be at the heart and mind of every teacher. Every teacher as « curriculanist should be involved in designing a cumiculum. In fact, it in one of the teachers’ roles as a curriculanst. As such, you will be a par 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 im the past. Every single day, a teacher designs a lesson or uthzes a curriculum that has been made and was previously written. Designing @ curnculum is a very challenging task. It is here where the style asd creativity of the teacher come in. Thus this module will provide the Aecessary concepts and activities that you asa teacher can refer to as you prepare yourself to be a curnculum designer CEM Fundomontats of Curiculum Design Identify the fundamentals of curnculum designing » Appreciate the task of designing a curriculum ers Building on Peter Oliva’s 10 Axioms for Curriculum Designers Ax we begin to discuss about curcubum Soupming. all teachers aged to know the differept axioms or theorems regarding cumiculum as preecesad by Gordon, W. Taylor Rand Oliva, Pin 2019. These axioms will be used! to guide curicularist im devigning a curriculum Axigens wee principles thal Practitioners as curriculum dexigner can vse as gutdelines or a frame of referenc< Ten Axioms Atait Curriculum. That Teacher Need as Reminders 1. Curriculum change is inevitable, Becestary, and desirable Earlier it was stated that one of the characteristics of curncului®Mase. The Teather one Commas Dongs 43 Laneon 3.1 Fuawtamartais of Carman Oemgrier ee Because of this, teachers should respond to devilopnerss aes tae iff schools and in their context, Societal eed ‘aoe fevolution come so fast that the design. address the changing condition requires new curriculum 2. Curriculum is a product of its time. A relevant curriculum: and ruben to changes brought about by current social + Philosophical positions. psychological principles, new knowledge, and educational reforms. This ix also called umeliness. 4. Curriculum changes made cartier 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 overiap for long periods of time. 4. Curriculum change depends on people who will implement the change. Teachers who will implement the curriculum should be involved 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 curiculum developer or designer must decide what contents to teach, philosophy or pomt of view to support, how to provide for multicultural groups. methouts of strategies, and what type of evaluation to use . Curriculum development iis an ongoing process, ( ontinwous monitoring, examination, evaluation, and improvement of curricula are to be considered in the design of the curnculum. ‘As the needs of leamers change, as socicty changes, and as new knowledge and technology appear, the curriculum must change ent is more effective if it ‘ocess, rather (han a “piccemeal™. A curiae design should be based on a careful plan, should chearly establish intended outcomes. support resources and nected time available and should equip teaching staf! potagogecally.44 re TEACHER AND IME SCHOOL CURRCLUY 9. Curriculum development is more effective when it follows a Systematic process, A curriculum design is compont ref ™ ‘outcomes, subject matter content en 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 bk Curiculum planners and designers should begin eee ae curriculum. An existing design is a good starting point for any teacher who plans to enhance and enrich 4 curriculum, Bui the ideas of Oliva, Ict us continue learning how to duien'b ansiebons nc Metin ik commonoas For most curricula the major components or elements are answers to the following qucations. 1. What learning outcomes need to be achieved? (Intended Learning Outcomes) 2. What content should be included to achieve the learning ‘Outcomes? (Subject Matter) 3. What Ieaming experiences and resources should be employed? (Teaching-Learning Methods) 4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learming Outcomes) Elements or Components of a Curriculum Design There are many labels or names for curriculum design. Some would call it a syllabus of a lesson plan. Some would call it a unit plan of a course design. Whatever is the name of the design, the common Somponents 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 the Lesson Plan as a miniscule curriculum. A lesson plan or tcaching guide includes (1) Intended Learning Outcomes (ILO) or the Desired Learning Outcome (DLO) formerly labelled as beha oral objectives, (2) Subject Matter or Content, (3) Teaching and Learning Methods and (4) Assessment Evaluation. Each of these components 2 elements is described below. 1. Behavioral Objectives or Intended Learning Outcomes in with the end in view. The objectives of in wie are the reasons for undertaking the weaning len poane the student's point of view: it is desired learning outcom that is wo be accomplished in a particular learning episode, gaged in by the learners under the guidance of the teacher As g designer. the beginning of the learning journey is the learning achieved In this way, both the learner and the mutha x pacer y what to accomplish.Monte 2 The Tencter a8 a Cumcuum Oegrer 45 Lessor 3). Cundemertae of Cumnuiue Desgrer Cognitive skills. For the affective skills, refer to db a and for the psychomotor domain by The statement should be aN ARS Specific, Measurable, Attainable, ~ bound. ‘or a beginner, it would help if you provide the Condition, Performance and Extent or Level of Performance im the statement of the intended earning outcomes. For example, if a lesson intends the students identify the f a simple flower as stated in the desired karsing putcomen, then faders should have identified the parts of a simple flower, at the end of the Sometimes the phrase intended leaning 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 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 procedures, calculations and processes, which typically include gathering information and communicating fesults). In some contexts, affective outcomes are important too (for developing attitudes or values, ¢.g. those required as a person and for a particular profession), IL ContenvSubject 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 curnculum is progressive, leading students towards building on previous lessons Contents which are too basic or too advanced for the development levels of leamers make students either bored or baffled and affect their motivation to lear,46 THE TEACHER AND THE SCHOOL CURRICULUM * Subject matter should be up-to-date and, if possible, should reflect current knowledge and concepts 1cs * Subject matter should follow the principle of BA ST CS. UL. References The reference follows the content, It tells where the content or subject matter has been taken. The reference may be a book, 2 module, or any publication. It must bear the author of the mat and i Possible, the publications, Some examples are given below. 1. Project Wild (1992) K to 12 Activity Guide, An Interdisciplinary, Supplementary Conservation and Environmental Education Program.Council of Environmental Education, Bethesda, MD Shipman, James and Jerry Wilson, et al (2009). An Introduction to Physical Science. Houghton Mifflin Co. Boston MA 3. Romo, Salvador B. (2013). Horticulture an Exploratory Course. Lorimar Publishing Inc. Quezon City 4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching Profession ~ Ed. Lorimar 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 (lectures, laboratory classes, fieldwork etc.) and make them leam. The teaching-leamning methods should allow cooperation, competition as well as individualism or independent learning among the students. For example: & Cooperative leaming activities allow students to work together. v 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 cach 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 leam 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 carly schooling. They mostly become the survivors in a very competitive worldMotte 3 ~ The Teacher as © Cumcutum Designer 47 em Lesson 3.1 - Fundamantats of Cumrcvsm Designer use or various delivery modes to provide learning are increas; — stems ingly important in many curricula, but these need to lanned Sarcfully to be effective, There are some examples of very si + ‘imp! I methods with detailed “eps that you can san sing a eee Some Behaviorist Teaching Learning Method: A. Direct Instruction: i Hunkins, 2018) mn: Barak Rosenshine Model (in Ornstien & Detailed Steps: 1 State Learning Objectives/ Outcomes: Begin lesson with @ short statement of objective or desired lesson Icarning outcomes. Review: learning. n Introduce short review of Previous or prerequisite Present new materials: Present materials in small, sequenced manner, Explain: Give clear and detailed instructions and explanations. Practice: Provide active Practice for all students. 6. Guide, Guide students during initial practice; or provide seatwork activities. Check for understanding. Ask several questions, assess students 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 for spaced review and testing, a 8. Guided Instruction: Madetine Hunter Model (in Ornstein & Hunkins, 2018) 1. Review. Focus on previous lesson, ask students to summarize main points. ory set. Focus student's attention on ne Stimulate interest in the new materials. 3, Objective. State explicitly what is to be learned; state rationale or how it will be useful. 4. Input. Identify needed knowledge and skills for learning new lesson; present matenals in sequenced steps. 5. Modeling. Provide several examples or demonstrations throughout the lesson. w lesson,a 48 THE TEACHER AND THE SCHOOL CURRICULUM , k bef 6. Check for understanding. Monitor Sci ie ke they they become involved in lesson activities. © understand directions or tasks. and cl 7. Guided practice. Periodically ask students questions and check their answers. Again monitor understanding. ¥ ox ‘j 8. Independent practice. Assign independent bated Sa thet: oa when it is reasonably sure that students can wo! with understanding and minimal frustration. C. Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018) 1. Clarify. Explain to students what they are expected to lear. 2. Inform. Teach the lesson, relying on the whole group instruction, 3. Pretest. Give a formative quiz on a no fault-basis, students can check their own paper, Group. Based on results, divide the class into mastery and non- Mastery groups (80% is considered mastery) Enrich and correct. Give enrichment instruction to mastery group. Give corrective (practice/drill) to non-mastery group. Monitor. Monitor student Progress; vary amount of teacher time and support for cach group based on group size and | perf formance. 7. Posttest. Give a summary test for non-mastery group. 8. Assess performance. At least 75% of the students should achieve mastery by the summative test. 9. Reteach. If not, repeat instructions (small study instructional materials, practice and drill), Procedures; starting with corrective groups, individual tutoring, alternative extra homework, reading materials D. Systematic Instruction: Thomas Good and Jere Brophy (i Ornstein and Hunkins, 2018) eee 1. Review. Review concep! Provide review exercises, 2. Development. Promote stu ts and skills related to homework, dents understandi: controlled practice. ing, provide 3. Assess comprehension. Ask duestions, provide controlled Practice. 4. Seatwork. Provide uninter involved, sustain momentum. 5. Accountability. Check the students work, 6. Homework. Assign homework regularly; Provide review problems Tupted seatwork: Bet everyoneMocite ~The Teacher as a Curcam Desgre 40 7. Special revi Provide Kenner 3". Frentamemtans of Cumeam Dawgs maintain and enhance tearmng, "View" 10 check and further Teaching-Learning Environment In the choice of the teact learning methods, equally important Ceol hae {catning environment, Brian Castaldi in 1987 jeoming spaces ba ae in the provision of the environment or sdequacy, (2) uitebi ignIng a curriculum. These criteria include (1) _ (2) suitability, (3) efficiency and (4) economy. quacy- This refers to the actual learning space or —— Is the clssrooe lange cough for stuart i ‘class interaction and collaborative work. Is there enough = and ventilation so that the learning space ix conducive, safe for learning? To provide learning condition that will provide opportunitics that will develop the 21" century skills, there must be a provision for the utilization of technology for teaching and learning and the use of the cyberspace: 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 leamers. 3. Efficleney- This refers to operational and instructional effectiveness. 4. Economy: This refers to cost effectiveness. How much is needed to provide instructional materials? n VI. Assessment/Evaluation fot) leamed. The process by which this information is generated ts assessment. It has three main forms Peer in which students provide feedback on cach other's learning. This can be viewed as an extension of sclf- trust and mutual respect. Research assessment presupposes suggests that students can feam to judge cach other's work as reliably as staff ssment, in which the teacher prepares asse © Teacher assessieet and gives feedback on the student's and administer performanceSO fhe TEACHER AND THE SCHOOL CURRICULUM Asscasment may be formative (providing feedback to belp the student learn more) or summative (expressing * judgment on the nident's achievement by reference to stated criteria), Many assessmeni tasks involve an element of both, ¢.¢ an assignment that is marked ang retumed 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 leam more by understanding the strengths and weaknesses of their work than by knowing the mark or grade given to at. For this reason, summative assessment tasks (including unseen ¢xaminations) 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 & syllabus for teaching in higher education courses or other curricular Projects. Based on the curriculum models we have learned. the components include the following: Major components of a Course Design or Syllabus 1. Intended Outcomes (or Objectives) 2. Conteny/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 inmmings 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,