OSIAS COLLEGES, INC.

F.Tanedo St.,San Nicolas, Tarlac City

(045) 982-02-45., e-mail:[email protected]
http://www.osiascolleges.edu.ph
________________________________________________________________________

EDU 220
CURRICULUM
DEVELOPMENT AND
INNOVATION
Written Report: Topic-3
A.Y 2023-2024

ALELI CATACUTAN, Ed.D.

Professor

ELZA M. MANALO
Master of Arts in Education
Major in Administration and Supervision
Student
 OSIAS COLLEGES INC.
F. Tanedo St. San Nicolas, Tarlac City
Tel. No. 045-982-02-45

SUBJECT: EDU 220; CURRICULUM DEVELOPMENT AND INNOVATION

TOPIC: CRAFTING THE CURRICULUM
The Teacher as Curriculum Designer and Approaches to Curriculum Design

I. INTRODUCTION:
The curriculum serves as the backbone of any educational institution, shaping the
learning experiences of students and guiding the teaching methodologies of educators.
Crafting a curriculum involves a systematic and deliberate approach that takes into
account various factors, including educational objectives, student demographics, and
societal needs. The process of crafting a curriculum is a multifaceted endeavour that
requires careful consideration, collaboration, and a forward-thinking approach. This
report delves into the key components involved in designing an effective curriculum,
emphasizing the importance of alignment with educational goals, learner needs, and
contemporary pedagogical trends. By examining the principles of curriculum
development, assessment strategies, and the integration of technology

II. OBJECTIVES:
By the end of the discussion, the students are expected to:
1. Discuss the Fundamentals of Curriculum Designing

2. Explain the Approaches to Curriculum Designing

III. PRETEST
Choose the best answer and write it in the blank.

____1. There are the reasons for the undertaking the learning lesson from the student’s
point of view.
a. Behavioral objectives
b. Content/Subject matter
c. Reference
d. Teaching and learning methods
____2. These are the activities where the learners derive experiences Tertiary level
a. Behavioral objectives
b. Content/Subject matter
c. Reference
d. Teaching and learning methods
____3. Which of the following assessment that provide student’s feedback on each
other’s learning
a. Formative ssessment
b. Peer assessment
c. Self-assessment
d. Summative assessment
____4.It allow students to work together. Students are guided to learn on their own to
find solutions to their problems
a. Competitive learning activities
b. Cooperative learning activities
c. Discovery learning activities
d. Independent learning activities
____5. This is a curriculum design that focuses on the content of the curriculum. It
corresponds mostly to the textbook because textbooks are usually written based the
specific subject or course.
a. Subject Design
b. Subject Centered Design
c. Discipline Design
d. Problem Centered Design

IV. LESSON PROPER

FUNDAMENTALS OF CURRICULUM DESIGNING

Building on Peter Oliva’s axioms for Curriculum Designers:

1. Curriculum change is inevitable, necessary and desirable.

2. Curriculum reflects as a product of its time.
3.Curriculum changes made earlier can exist concurrently with newer curriculum
changes.
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. This will assure an effective and long lasting change.
6. Curriculum development is a decision-making process made from choices of
alternatives.
7. Curriculum development is an on going process.
8. Curriculum development is more effective if it is a comprehensive
9. Curriculum development is more effective when it follows a systematic process.
10. Curriculum development starts from where the curriculum is.

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. Lesson plan as a miniscule curriculum.

For a Lesson Plan includes:

1. Intended Learning Outcomes (ILO) or the Desired Learning Outcomes (DLO),
known as behavioral objectives
2. Subject Matter or Content
3. Teaching and Learning Methods
4. Assessment Evaluation

I. Behavioral Objectives or Intended Learning Outcomes

The objectives or intended learning outcomes are the reasons for the undertaking
the learning lesson from the student’s point of view. As a curriculum designer,
the beginning of the learning journey is the learning outcomes to be achieved.

The statement should be SMART: Specific, Measurable, Attainable, Result

oriented and Time bound.
In framing learning outcomes it is good practice to:
a. Express each outcome in terms of what successful students will be able to do.
Include different kinds of outcomes. The most common are: cognitive objectives
(learning facts, theories, formulate principles.)

II. Content/ Subject Matter

The content of the lesson or the unit is the topics or subject matter that will be
covered. In selecting content, you should bear in mind the ff. principles:
a.) Subject matter should be relevant to the outcomes of the curriculum. An
effective curriculum is purposive,
clearly focused on the planned learning outcomes.
b.) 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.
 c.) Subject matter should be up to date and , if possible, should reflect current
knowledge and concepts.

III. References

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

IV. Teaching and Learning Methods

These are the activities where the learners derive experiences. The teaching-
learning methods should allow cooperation, competition as well as individualism or
independent learning among the students.

Example:
Cooperative learning activities, allow students to work together. Students are guided to
learn on their own to find solutions to their problems.

Independent learning activities, allow learners to develop personal responsibility. The

degree of independence to learn how to learn is enhanced.

Competitive activities, where students will test their competencies against another in a
healthy manner allow learners to perform to their maximum. The use of various delivery
modes to provide learning experiences is recommend.

V. Assessment/ Evaluation
Learning occurs most effectively when students receive feedback. The process by
which this information is generated is assessment. It has three main forms:

a.) Self-assessment, through which a student learns to monitor and evaluate their own
learning

b.) Peer assessment, in which students provide feedback on each other’s learning.

c.) 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.

APPLICATION OF THE FUNDAMENTAL COMPONENTS IN OTHER

CURRICULUM DESIGN

Major Components of a Course Design/Syllabus

 1. Intended Outcomes (Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment

APPROACHES TO CURRICULUM DESIGNING

TYPES OF CURRICULUM DESIGN MODELS

1. Subject – Centered Design

 Subject Design
 Discipline Design
 Correlation Design
 Broad Field Design/Interdisciplinary

1.Subject – Centered Design

This is a curriculum design that focuses on the content of the curriculum. It
corresponds mostly to the textbook because textbooks are usually written based the
specific subject or course.

1.1.Subject Design
This is the oldest and so far the most familiar design for teachers, parents and other
laymen.

1.2.Discipline Design
This design model focuses on academic discipline. Discipline refers to specific
knowledge learned through a method which the scholar used to study a specific
content of their fields.

1.3.Correlation Design
Coming from a core, correlated curriculum design links separate subject design in
order to reduce fragmentations. Subject are related to one another and still maintain the
identity of the subject.

1.4 Broad Field Design/Interdisciplinary

This is the variation of the subject-centered design. This design was made to cure the
compartmentalization of the separate subject and integrate the contents that are related to
each other.

2. Learner Centered Design

It is anchored on the needs and interest of the child. The learners is not passive
individual but as one who engages with his/her environment. One learns by doing.
Learners interact with the teachers and the environment.

2.1 Experience-Centered Design

 Experiences of the learners become the starting point of the curriculum. The learners
are empowered to shape their won learning from the different opportunities given by the
teacher.

2.2 Humanistic Design

The development of self is the ultimate objective of learning. It stresses the whole
person and the integration of thinking, feeling and doing.

3.Problem Centered Design

Problem-centered curriculum, or problem-based learning, organizes subject matter

around a problem, real or hypothetical, that needs to be solved. It is inherently engaging
and authentic, because the students have a real purpose to their inquiry--solving the
problem.

3.1 Life Situation Design

It uses the past experiences of learners as means to analyze the basic areas of living

3.2 Core Design

It centers on general education and the problem are based on common human activities

Learner Centered Approach

Principles:
• Acknowledge and respects the fundamental rights of the child
• Make all activities revolve around the overall development of the learners
• Consider the uniqueness of every child in a multicultural classroom
• Consider using differentiated instruction or teaching.
• Provide a motivating supportive environment for all the learners.

Subject Centered Approach

Principles:
• The primary focus is the subject matter.
• The emphasis is on bits and pieces of information which may be detached from
life
• The subject matter serves as means of identifying problems of living.
• Learning means accumulation of content or knowledge.
• Teacher’s role is to dispense the content

Problem Centered Approach

Principles:
• The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent
• The learners are prepared to assume their civic responsibilities through direct
participation in different activities
• The curriculum leads the learners in the recognition of concerns and problems in
seeking solution. Learners are problem solvers themselves.
IV. Conclusion

Crafting a curriculum is a dynamic and iterative process that requires a commitment to

adaptability and responsiveness to the evolving needs of the educational landscape. By
adhering to the principles of curriculum development, implementing diverse assessment
strategies, integrating technology thoughtfully, and fostering a culture of continuous
improvement, educational institutions can create a curriculum that prepares students for
success in a rapidly changing world.

This report serves as a comprehensive guide for those involved in curriculum

development, urging a thoughtful and collaborative approach to ensure the educational
journey remains relevant, engaging, and impactful.

V. References:

https://www.scribd.com/document/527209413/Ten-General-Axioms-of-Curriculum-
Development
https://www.youtube.com/watch?v=5N05me4XAMs
Bilbao,P.et.al (2015).Curriculum Development for Teachers.
Metro Manila:Lorimar Publishing House

PREPARED BY:

ELZA M. MANALO
Student

SUBMITTED TO:

DR. ALELI M. CATACUTAN,PhD

Professor