ED 109 – TEACHING AND ASSESSMENT OF 6.

Curriculum development is a decision-making

LITERATURE STUDIES process made from choices of alternatives.
2ND Semester AY. 2024-2025 A curriculum developer or designer must decide what
contents what teacher, philosophy or point of view to
CHAPTER 2 – DESIGNING THE CURRICULUM support, how to provide multicultural groups, what
methods or strategies and what type of evaluation to use.
MODULE 3 –THE TEACHER AS A
CURRICULUM DESIGNER 7. Curriculum development is an ongoing process.
Continuous monitoring, examination, evaluation and
improvement of curricula are to be considered in the
FUNDA MENTALS OF CURRICULUM DESIGN design of the curriculum.

Building on Peter Oliva's 10 Axioms for Curriculum 8. Curriculum development is more effective if it is a
Designers comprehensive process, rather
than a “piecemeal”.
All teachers need to know the different axioms or A curriculum design should be based on a careful plan;
theorems regarding curriculum as presented by Gordon, intended outcomes clearly established, support resources
W., Taylor R., and Oliva, P. in 2019. These axioms will and needed time available and teaching staff
be used to guide curricularist in designing a curriculum. pedagogically equipped.
These axioms are principles that practitioners as 9. Curriculum development is more effective when it
curriculum designer can use as guidelines or a frame of follows a systematic process.
reference. A curriculum design is composed of desired outcomes,
subject matter content complemented with references, set
Ten Axioms About Curriculum That Teachers Need of procedures, needed materials and resources and
as Reminders evaluation procedure which can be placed in a matrix.
1. Curriculum change is inevitable, necessary and 10. Curriculum development starts from where the
desirable. curriculum is.
One of the characteristics of curriculum is its being Curriculum planners and designers should begin with
dynamic. Societal development and knowledge existing curriculum. An existing curriculum design is a
revolution come so fast that the need to address the good starting point for any teacher who plans to enhance
changing condition requires new curriculum designs. and enrich curriculum.
2. Curriculum reflects as a product of its time.
A relevant curriculum should respond to changes brought Building upon the ideas of Oliva, let us continue
about by current social forces, philosophical positions, learning how to design a curriculum by identifying is
psychological principles, new knowledge and educational components. For most curricula the major components or
elements are answers to the following questions:
reforms. This is called timelines.
3. Curriculum changes made earlier can exit • What learning outcomes need to be
concurrently with newer curriculum changes. achieved? (Intended Learning Outcomes)
A revision in a curriculum starts and ends slowly. More • What content should be included to achieve
often, curriculum is gradually phased in and phased out the learning outcomes? (Subject Matter)
thus the change that occurs can coexist and oftentimes • What learning experiences and resources
overlaps for long periods of time. should be employed? (Teaching Learning
Methods)
4. Curriculum change depends on who will implement
• How will the achieved learning outcomes be
the change.
measured? (Assessment of Achieved
Teacher who will implement the curriculum should be
Learning Outcomes
involved in its development, hence should know how to
design a curriculum. This will assure an effective
ELEMENTS OR COMPONENTS OF
and long-lasting change.
CURRICULUM DESIGN
Begin with the end in view. The objectives or
5. Curriculum development is a cooperative group
intended learning outcomes are the reasons for under
activity.
taking the learning lesson from the student's point of
Group decisions in some aspects of curriculum
view; it is desired learning outcome that is to be
development are suggested. Consultations with
accomplished in a particular learning episode,
stakeholders, when possible, will add to sense of
engaged in by the learners under the guidance of
ownership. Any significant change in the curriculum
the teacher. As a curriculum designer, the beginning of
should involve a broad range of stakeholders to gain their
the learning journey is the learning outcomes to be
understanding, support and input.
achieved. In this way, both the learner and the teacher are strategies that students will experience (lectures,
guided by what to accomplish. laboratory classes, fieldwork etc.) and make them learn.
The teaching-learning methods should allow cooperation,
Behavioral Objectives or Intended Learning competition as well as individualism or independent
Outcomes learning among the students. For example:
Begin with the end in view. The objectives or • Cooperative learning activities allow students to
intended learning outcomes are the reasons for under work together. Students are guided to learn on
taking the learning lesson from the student's point of
their own to find solutions to their problems. The
view; it is desired learning outcome that is to be role of the teachers is to guide the learners.
accomplished in a particular learning episode, Democratic process is encouraged, and each
engaged in by the learners under the guidance of one contributes to the success of learning.
the teacher. As a curriculum designer, the beginning of
Students learn from each other in ways.
the learning journey is the learning outcomes to be Group projects and activities considerably
achieved. In this way, both the learner and the teacher are enhance the curriculum.
guided by what to accomplish
• Independent learning activities allow learners
Content/Subject Matter to develop personal responsibility. The degree
of independence to learn how to learn is
The content of the lesson or unit is the topic or enhanced. This strategy is more appropriate
subject matter that will be covered. In selecting content, for fast learners.
you should bear in mind the following principles in
addition to those mentioned about the content in previous • Competitive activities, where students will test
lessons: their competencies against another in a healthy
• Subject matter should be relevant to the manner, allow learners to perform to their
outcomes of the curriculum. An effective maximum. Most successful individuals in their
curriculum is purposive and clearly focused on adult life are competitive, even in early
the planned learning outcomes. schooling. They mostly become the survivors
in a very competitive world.
• Subject matter should be appropriate to the
level of the lesson or unit. An effective • The use of various delivery modes to provide
curriculum is progressive, leading students learning experiences is recommended. Online
towards building on previous lessons. learning and similar modes are increasingly
Contents which are too basic or too advanced for important in many curricula, but these need to be
the development levels of learners make students planned carefully to be effective.
either bored or baffled and affect their motivation Some Behaviorist Teaching Learning Methods
to learn.
• Subject matter should be up-to-date and, if A. Direct Instruction: Barak Rosenshine Model (in
possible, should reflect current knowledge and Ornstien & Hunkins, 2018)
concepts. This method focuses on teacher-centered
• Subject matter should follow the principle of learning.
BASICS.
1. State Learning Objectives/Outcomes: Begin lesson
References with a short statement of objective or desired lesson
The reference follows the content. It tells where learning outcomes.
the content or subject matter has been taken. The Example: "Today, we'll learn about subject-verb
reference may be a book, a module, or any publication. It agreement in English sentences."
must bear the author of the material and if possible, the 2. Review: Introduce short review of previous or
publications. Some examples are given below. prerequisite learning.
1. Project Wild (1992) K to 12 Activity Example: Ask students to summarize what they learned
Guide, An Interdisciplinary Supplementary about verb tenses in the last class.
Conservation and Environmental Education 3. Present new materials: Present materials in small,
Program. Council of Environmental sequenced manner.
Education, Bethesda, MD Example: Present a few simple rules about how subjects
2. Shipman, James and Jerry Wilson, et al and verbs must agree.
(2009). An Introduction to Physical Science.
Houghton Mifflin Co. Boston MA 4. Explain: Give clear and detailed instructions and
explanations.
Teaching and Learning Methods Example: Show examples of sentences with correct
These are the activities where the learners derive subject-verb agreement.
experiences. It is always good to keep mind the teaching
5. Practice: Provide active practice for all students. Example: "What does the Valley of Ashes represent in the
Example: Have students write their own sentences using novel?"
proper subject-verb agreement.
7. Guided practice: Periodically ask student ask students
6. Guide: Guide students during initial practice; or questions and check their answers. Again, monitor
provide seatwork activities. understanding.
Example: Walk around the classroom, checking their Example: Ask students to find and discuss another symbol
work and providing feedback. in the literature.
7. Check for understanding: Ask several question, 8. Independent practice: Assign independent work or
assess students’ comprehension. practice when it is reasonably sure that students can work
Example: "Can someone tell me why 'He runs' is correct, on their own with understanding and minimal frustration.
but 'He run' is not?" Example: For homework, have students write about the
significance of one symbol in The Great Gatsby.
8. Provide Feedback: Provide systematic feedback, and
corrections. C. Mastery Learning; JH Block and Lorin Anderson
Example: Correct mistakes and explain the correct form Model (Ornstein & Hunkins, 2018)
if needed.
This approach focuses on ensuring that students
9. Assess performance: Obtain student success rate of 80 master a skill before moving on to another lesson.
percent or more during practice session.
Example: Have students take a short quiz on subject-verb 1. Clarify: Explain to students what they are expected to
agreement. learn.
Example: "By the end of today’s lesson, you will
10. Review and test: Provide for spaced review and understand the theme of sacrifice in Little Women."
testing.
Example: At the end of the week, review the topic again 2. Inform: Teach the lesson, relying on the whole group
before a test. instruction.
Example: Discuss how characters like Jo and Amy March
B. Guided Instruction: Madeline Hunter Model (in make sacrifices for their family.
Ornstein & Hunkins, 2018)
3. Pretest: Give a formative quiz on a no fault-basis,
This method encourages active learning. students can check their own paper.
Example: Provide a short quiz asking students to identify
1. Review: Focus on previous lesson, ask students to moments in Little Women where sacrifice plays a key role.
summarize main points.
Example: "Can someone recap how F. Scott Fitzgerald 4. Group: Based on result, divide the class into mastery
uses symbolism in The Great Gatsby?" and non-mastery groups (80% is considered mastery)
Example: Separate students who need more practice
2. Anticipatory set: Focus student’s attention ton new understanding the theme of sacrifice from those who have
lesson. Stimulate interest in the new materials. mastered it.
Example: "How do you think Gatsby’s mansion
symbolizes his desire to win back Daisy?" 5. Enrich and correct: Give enrichment instruction to
mastery group. Give corrective (practice/drill) to non-
3. Objective: State explicitly what is to be learned; state mastery group.
rationale or how it will be useful. Example: Have advanced students explore how the theme
Example: "Today, we’ll explore the symbolism of of sacrifice relates to other themes, while others focus on
Gatsby’s parties and their connection to the American basic examples like Jo’s decision to sell her hair.
Dream."
6. Monitor: Monitor student progress; vary amount of
4. Input: Identify needed knowledge and skills for teacher time and support for each group based on group
learning new lesson; present materials in sequenced steps. size and performance.
Example: Discuss the excessive nature of Gatsby’s Example: Provide feedback on students’ group work and
parties and how they represent the hollow pursuit of help clarify difficult sections of the book.
wealth.
7. Posttest: Give a summary test for non-mastery group.
5. Modeling: Provide several examples or Example: After additional practice, give a test asking for
demonstrations throughout the lesson. examples of sacrifice from different parts of the book.
Example: Show how the green light at the end of Daisy’s
dock symbolizes Gatsby’s unattainable dreams. 8. Assess performance: At least 75% of the students
should achieve by the summative test.
6. Check for understanding: Monitor students’ work Example: Grade their essays on how the theme of
before they become involved in lesson activities, check to sacrifice shapes the relationships between the March
see if they understand directions or tasks. sisters.
9. Reteach: If not, repeat procedures; starting with student interactions, student collaboration, and overall
corrective instructions (small study groups, individual atmosphere, which are all carefully considered when
tutoring, alternative instructional materials, extra designing a curriculum to ensure optimal learning
homework, reading materials practice and drill.) experiences for students.
Example: If students struggle with understanding the
theme of sacrifice, reteach the material by forming small Brian Castaldi in 1987 suggested four criteria in the
study groups, using alternative teaching materials like provision of the environment or learning spaces in
different chapters or additional readings, assigning extra designing a curriculum. These criteria include (1)
homework, and providing more practice with focused adequacy, (2) suitability, (3) efficiency and (4)
questions on Jo’s sacrifices for her family. economy.

D. Systematic Instruction: Thomas Good & Jere 1. Adequacy – This refers to the actual learning space or
Brophy (in Ornstein & Hunkins, 2018) classrooms. Is the classroom large enough for student’s
mobility for class interaction and collaborative work. Is
This method emphasizes reviewing and there enough light and ventilation so that the learning
consistent practice. space is conducive, and safe for learning? To provide
learning condition that will provide opportunities that will
1. Review: Review concepts and skills related to develop the 21st century skills, there must be a provision
homework, provide review exercises. for the utilization of technology for teaching and learning
Example: "Let’s revisit the theme of friendship in Harry and the use of the cyberspace.
Potter and the Sorcerer’s Stone." Example: In a literature class, a well-lit, comfortable
2. Development: Promote students understanding, classroom is essential for reading and discussing complex
provide controlled practice. texts like The Great Gatsby. Adequate space for small
Example: Show how Harry’s friendship with Ron and group discussions allows students to collaborate and
Hermione grows through shared experiences. exchange ideas on themes and characters.

3. Assess comprehension: Ask questions, provide 2. Suitability – This relates to planned activities.
controlled practice. Suitability should consider chronological and
Example: "What actions show that Hermione values her developmental ages of learners. Also to be considered
friendship with Harry and Ron?" will be the socio-cultural, economic even religious
background of the learners.
4. Seatwork: Provide uninterrupted seatwork; get Example: When teaching Pride and Prejudice to students
everyone involved, sustain momentum. from different cultural backgrounds, it's important to
Example: Have students identify key moments that introduce the social norms of 19th-century England,
demonstrate loyalty in the friendship between the trio. while also relating the themes of love and social class to
modern contexts.
5. Accountability: Check the students work.
Example: Review their answers and discuss how 3. Efficiency – This refers to operational and instructional
friendship helps Harry succeed at Hogwarts. effectiveness.
Example: Using group activities where students debate
6. Homework: Assign homework regularly; provide
the pride and prejudice faced by characters ensures
review problems.
students engage actively, making the lesson more efficient
Example: Ask students to write about how friendship is
in achieving learning outcomes.
tested during the Triwizard Tournament in Harry Potter
and the Goblet of Fire. 4. Economy – This refers to cost effectiveness. How
much is needed to provide instructional materials?
7. Special reviews: Provide weekly reviews to check and
Example: P access to free online texts can save costs
further maintain and enhance learning.
while still giving students valuable resources to study the
Example: Once a week, review the theme of friendship
literature.
and ask students to find new examples in the book.
VI. Assessment/Evaluation
Learning occurs most effectively when students
Teaching-Learning Environment receive feedback, i.e when they receive information on
what they have already (and have not) learned. The
In the choice of the teaching learning methods, process by which this information is generated is
equally important is the teaching learning environment. In assessment. It has three main forms:
the choice of the teaching learning methods, equally
important is the teaching learning environment. A ✓ Self-assessment, through which students learn to
"teaching-learning environment" in curriculum monitor and evaluate their own learning. This
development refers to the physical and social context in should be a significant element in the curriculum
which students will engage with the curriculum, because we aim to produce graduates who are
encompassing factors like classroom setup, teacher- appropriately reflective and self-critical.
 Example: After writing an essay on The Great Major components of a Course Design or Syllabus
Gatsby, students can reflect on their ability to 1. Intended Outcomes (or Objectives)
interpret the symbolism of the green light and 2. Content/Subject Matter (with references)
assess how well they supported their arguments. 3. Methods/Strategies (with needed resources)
✓ Peer assessment, in which students provide 4. Evaluation (means of assessment)
feedback on each other’s learning. This can be
viewed as an extension of self-assessment and Curriculum design is the organization of curriculum
presupposes trust and mutual respect. Research components. All other additional components are
suggests that students can learn to judge each trimmings that each designer may add. This may be
other’s work as reliably as staff. institutional template or suggested by other curriculum
Example: In a literature class, students can experts or required by educational agencies like the
review their classmates’ essays on 1984, Department of Education, Commission on Higher
providing constructive feedback on the analysis Education, Accrediting Agencies, and Professional
of themes like surveillance and control. Regulation Commission to achieve a specific purpose of
such agency.
✓ Teacher assessment, in which the teacher
prepares and administers tests and gives feedback
on the student’s performance.
Example: After a student presentation on a
specific literature, the teacher can provide
feedback on how effectively the student analyzed
Holden's character development and use of
unreliable narration.

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 tasks involve an
element of both, e.g. an assignment that is marked and
returned to the student with detailed comments.
Example: During the study of Romeo and Juliet, provide
feedback on students' initial interpretations of key scenes
before they write a final essay.

Summative assessment usually involves the allocation of

marks or grades. This helps the teacher make decisions
about the progress or performance of the students.
Example: A final essay comparing the themes of two
different literature is a summative assessment of students'
understanding of tragic literature.

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
tasks (including unseen 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 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: