Module 3 The Teacher as a curriculum Designer

Lesson 3.1 Fundamentals of Curriculum Design

Bulding on Peter Olivia’s 10 Axioms for Curriculum Designers

Axioms are principles that of practitioners as curriculum designer can use as guidelines or a
frame reference.

Ten Axioms About Curriculum That Teachers Need as Reminders

1. Curriculum change is inevitable , necessary, and desirable. One of the characteristics of
curriculum is its being dynamic. Because of this, teachers should respond to the changes that
occur in schools and in their context. Societal development and knowledge revolution come so fast
that the need to address the changing condition requires new curriculum designs.
2.Curriculum is a product of its time. A relevant curriculum should respond to changes brought
about by current social forces, philosophical positions, psychological principles new knowledge,
and educational reforms. This is also called timeliness.
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 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 curriculum developer or designer must decide what contents to teach, philosophy or, point of
view to support, how to provide for multicultural groups, what methods or strategies, and what type
of evaluation to use.
7. Curriculum development is an ongoing process. Continuous monitoring, examination,
evaluation, and improvement of curricula are to be considered in the design of the curriculum As
the needs of learners change, as society changes, and as new knowledge and technology appear,
the curriculum must change.
8. Curriculum development is more effective if it is a comprehensive process, rather than a
"piecemeal". A curriculum design should be based on a careful plan, should clearly establish
intended outcomes, support resources and needed time available and should equip teaching staff
pedagogically.
9.Curriculum development is more effective when it follows systematic process. A
curriculum design is composed of desired a desired outcomes, subject matter content
complemented with references set of procedures, needed materials and resources and evaluation
procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum is. Curriculum planners and
designers should begin with existing curriculum. An existing design is a good starting point for any
teacher who plans to enhance and enrich a curriculum.
Elements or Components of a Curriculum Design

For most curricula the major components or elements are answers to the following questions.

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

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

A lesson plan or teaching guide includes (1) Intended Learning Outcomes (ILO) 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.

I. Behavioral Objectives or Intended Learning Outcomes

The behavioral objectives, intended learning outcomes Or desired Lesson 3.1-
Fundamentals of Curriculum Designer 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. 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 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

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
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.

 Subject matter should follow the principle of BASICS

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, bet matter has been taken 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 Supplementary Interdisciplinary Conservation and

Environmental Education. Council of Environmental Education program. Bethesda, MD

2. 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 2nd 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 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 encouraged, and each one contributes to the success of
learning. Students learn from each other in ways. Group projects and activities considerably
enhance the curriculum.
 Independent learning activities, allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. This strategy is more appropriate
for fast learners.
 Competitive activities, where students will test their competencies against another in a
healthy manner, allow learners to perform to their maximum. Most successful individuals in
their adult life are competitive, even in early schooling. They mostly become the survivors in a
very competitive world.

Some Behaviorist Teaching Learning Methods

A. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018)

Detailed Steps:
1. State Learning Objectives/ Outcomes: Begin lesson with a short statement of objective or
desired lesson learning outcomes.

2. Review: Introduce short review of previous or prerequisite learning.

3. Present new materials: Present materials in small, sequenced manner.

4. Explain: Give clear and detailed instructions and explanations.

5. Practice: Provide active practice for all students.

6. Guide. Guide students during initial practice; or provide seatwork activities.

7. Check for understanding. Ask several questions, assess 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.

B. Guided Instruction: Madeline Hunter Model (in Ornstein & Hunkins, 2018)

1. Review. Focus on previous lesson, ask students to summarize main points.

2. Anticipatory set. Focus student's attention on new lesson. Stimulate interest in the new
materials.

3. Objective. State explicitly what is to be learned; state rationale or how it will be useful.

4. Input. Identify needed knowledge and skills for learning new lesson; present materials
in sequenced steps.

5. Modeling. Provide several examples or demonstrations throughout the lesson.

6. Check for understanding. Monitor students’ work before they become involved in lesson
activities, check to see they understand direction 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 reasonable sure

that students cn work on their own with understanding and minimal frustation.

C. Mastery Learning; JH Block and Lorin Anderson Model (in Ornstein & Hunkins, 2018)

1. Clarify. Explain to students what they are expected to learn.

2. Inform. Teach the lesson, relying on the whole group instruction.

3. Pretest. Give a formative quiz on a no fault-basis, students can check their own paper.

4. Group. Based on results, divide the class into mastery and non- mastery groups (80% is
considered mastery)
 5. Enrich and correct. Give enrichment instruction to mastery group. Give corrective
(practice/drill) to non-mastery group.

6. Monitor. Monitor student progress; vary amount of teacher time and support for each group
based on group size and performance.

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 procedures; starting with corrective instructions (small study groups,
individual tutoring, alternativ instructional materials, extra homework, reading materials, practice
and drill).

D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein and Hunkins, 2018)

1. Review. Review concepts and skills related to homework, provide review exercises.

2. Development. Promote students understanding, provide controlled practice.

3. Assess comprehension. Ask questions, provide controlled practice.

4. Seatwork. Provide uninterrupted seatwork; get everyone involved, sustain momentum.

5. Accountability. Check the students work.

6. Homework. Assign homework regularly; provide review problems.

7. Special Reviews. Provide weekly reviews to check and further maintain and enhance learning.

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

1. Adequacy- This refers to the actual learning space or classrooms. Is the classroom large
enough for student's mobility for class interaction and collaborative work. Is there enough light and
ventilation so that the learning 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. Suitability- This relates to planned activities, Suitability should consider chronological and
developmental ages of learners. Also to be considered will be the socio-cultural, economic even
religious background of the learners

3. Efficiency- This refers to operational and instructional effectiveness.

4. Economy- This refers to cost effectiveness. How much is needed to provide instructional
materials
 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

 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
suggests 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.

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)

Group members: Sabacahan, Marianne Kate A.

Roquillas, Jessa Mae M.
Potestas, Angel Ann Marie A.