PED 109

THE TEACHER AND THE SCHOOL

CURRICULUM

LESSON 3.1:
FUNDAMENTALS OF CURRICULUM
DESIGN
PRESENTED BY:
ADRIAN NIEL DELGADO
 You are expected
to:
OBJECTIVES
Identify the
Fundamentals of
Curriculum designing
 Appreciate the task of
designing a curriculum
INTRODUCTION
 Building on Peter Oliva's 10
Axioms for Curriculum
Designers
Axioms are principles that practitioners as
curriculum designer can use as guidelines or
a frame of reference as presented by Gordon,
W., Taylor R., and Oliva, P. in 2019.
 TEN AXIOMS ABOUT
CURRICULUM THAT TEACHERS
NEED AS A REMINDERS
 TEN AXIOMS
1. CURRICULUM CHANGE IS INEVITABLE,
NECESSARY, AND DESIRABLE
2. CURRICULUM IS A PRODUCT OF ITS TIME
3. CURRICULUM CHANGES MADE EARLIER CAN
EXIST CONCURRENTLY WITH NEWER CURICULUM
CHANGES
4. CURRICULUM CHANGE DEPENDS ON PEOPLE
WHO WILL IMPLEMENT THE CHANGE
5. CURRICULUM DEVELOPMENT IS A COOPERATIVE
GROUP ACTIVITY
 TEN AXIOMS
6. CURRICULUM DEVELOPMENT IS A DECISION-
MAKING PROCESS MADE FROM CHOICES OF
ALTERNATIVES
7. CURRICULUM DEVELOPMENT IS AN ONGOING
PROCESS
8. CURRICULUM DEVELOPMENT IS MORE EFFECTIVE
IF IT IS A COMPREHENSIVE PROCESS, RATHER THAN
A "PIECEMEAL"
9. CURRICULUM DEVELOPMENT IS MORE EFFECTIVE
WHEN IT FOLLOWS A SYSTEMATIC PROCESS.
10. CURRICULUM DEVELOPMENT STARTS FROM
 TEN AXIOMS
1. CURRICULUM CHANGE IS INEVITABLE,
NECESSARY, AND DESIRABLE
Earlier it was stated that one of the
characteristics of curriculum is its being
dynamic. Societal development and
knowledge revolution come so fast that the
need to address the changing condition
requires new curriculum designs.
 TEN AXIOMS
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.
 TEN AXIOMS
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.
 TEN AXIOMS
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 ensure an
effective and long lasting change.
 TEN
5. CURRICULUM DEVELOPMENT IS A
AXIOMS
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.
 TEN
6. CURRICULUM DEVELOPMENT IS A
AXIOMS
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.
 TEN AXIOMS
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.
 TEN AXIOMS
8. CURRICULUM DEVELOPMENT IS MORE
EFFECTIVE IF IT IS A COMPREHENSIVE
PROCESS, RATHER THAN A " PIECEMENT"
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.
 TEN AXIOMS
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 a matrix.
 TEN AXIOMS
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.
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)
2. What content should be included to achieve
the learning outcomes? (Subject Matter)
3. What learning experiences and resources
should be employed? (Teaching-Learning
Methods)
4. How will the achieved learning outcomes be
measured? (Assessment of Achieved
Learning Outcomes)
ELEMENTS 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.
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.
 ELEMENTS OF CURRICULUM
I. BEHABIORAL OBJECTIVES or INTENDED
DESIGN
LEARNING OUTCOMES
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.
 ELEMENTS OF CURRICULUM
The Behavioral Objectives, Intended
DESIGN
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
ELEMENTS OF CURRICULUM DESIGN
The statement should be SMART:
S- Specific,
M- Measurable,
A- Attainable,
R- Result-oriented
T- 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.
 ELEMENTS OF CURRICULUM
For example, if a lesson intends the
DESIGN
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.
 ELEMENTS OF CURRICULUM
In framing learning outcomes, it is good
practice to: DESIGN

EXPRESS EACH OUTCOME IN TERMS OF WHAT

SUCCESSFUL STUDENTS WILL BE ABLE TO DO
INCLUDE DIFFERENT KIND OF OUTCOMES
 ELEMENTS OF CURRICULUM

DESIGN
INCLUDE DIFFERENT KIND OF OUTCOMES

COGNITIVE OBJECTIVES
PERFORMANCE OUTCOMES
AFFECTIVE OUTCOMES
 ELEMENTS OF CURRICULUM
II. CONTENT/SUBJECT MATTER
DESIGN
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:
ELEMENTS OF CURRICULUM DESIGN
II. CONTENT/SUBJECT MATTER
SUBJECT MATTER SHOULD BE RELEVANT TO THE
OUTCOMES OF THE CURRICULUM
SUBJECT MATTER SHOULD BE APPROPRIATE TO
THE LEVEL OF THE LESSON OR UNIT
SUBJECT MATTER SHOULD BE UP-TO-DATE AND, IF
POSSIBLE, SHOULD REFLECT CURRENT
KNOWLEDGE AND CONCEPTS
SUBJECT MATTER SHOULD FOLLO THE PRINCIPLES
OF
BASICS
 ELEMENTS OF CURRICULUM
III. REFERENCES
DESIGN
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.
 ELEMENTS OF CURRICULUM
III. REFERENCES
1. Project Wild (1992) K to 12 Activity Guide, An
DESIGN
Interdisciplinary, Supplementary Conservation 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. 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 2th Ed. Lorimar Publishing Inc. Quezon
City
ELEMENTS OF CURRICULUM DESIGN
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.
 ELEMENTS OF CURRICULUM
IV. TEACHING AND LEARNING METHODS
DESIGN
FOR EXAMPLE;

 COOPERATIVE LEARNING ACTIVITIES ALLOW STUDENTS TO

WORK TOGETHER

 INDEPENDENT LEARNING ATIVITIES ALLOW LEARNERS TO

DEVELOP PERSONAL RESPONSIBILITY
 ELEMENTS OF CURRICULUM
IV. TEACHING AND LEARNING METHODS
DESIGN
FOR EXAMPLE;

 COMPETITIVE ACTIVITIES WHERE STUDENTS WILL TEST THEIR

COMPETENCIES AGAINST IN A HEALTY MANNER, ALLOW
LEARNERS TO PERFORM TO THEIR MAXIMUM

 THE USE OF VARIOUS DELIVERY MODES TO PROVIDE LEARNING

EXPERIENCES IS RECOMMENDED
There are some examples of very
simple Teaching-learning Methods
with detailed steps that you can
start using as you begin teaching.
 SOME BEHAVIORIST
TEACHING LEARNING
METHODS
SOME BEHAVIORIST TEACHING LEARNING
METHODS
a. DIRECT INSTRUCTION: BARAK
ROSENSHINE MODEL
b. GUIDED INSTINSTRUC: MADELINE
HUNTER MODEL
c. MASTERY LEARNING: JH BLOCK AND
LORIN ANDERSON MODEL
d. SYSTEMATIC INSTRUCTION: THOMAS
GOOD AND JERE BROPHY

( IN ORNSTEIN & HUNKINS 2018)

SOME BEHAVIORIST TEACHING LEARNING
METHODSA. DIRECT INSTRUCTION: BARAK
ROSENSHINE MODEL

1. STATE LEARNING OBJECTIVES/ OTCOMES

2. REVIEW
3. PRESENT NEW MATERIALS
4. EXPLAIN
5. PRACTICE
6. GUIDE
7. CHECK FOR UNDERSTANDING
8. PROVIDE FEEDBACK
9. ASSESS PERFORMANCE
10. REVIEW AND TEST
SOME BEHAVIORIST TEACHING LEARNING
METHODS
B. GUIDED INSTRUCTION: MADELINE
HUNTER MODEL

1. REVIEW
2. ANTICIPATORY
3. OBJECTIVE
4. INPUT
5. MODELING
6. CHECK FOR UNDERSTANDING
7. GUIDED PRACTICE
8. INDEPENDENT PRACTICE
SOME BEHAVIORIST TEACHING LEARNING
METHODS
C. MASTERY LEARNING: JH BLACK AND
LORIN ANDERSON

1. CLARITY
2. INFORM
3. PRETEST
4. GROUP
5. ENRICH AND CORRECT
6. MONITOR
7. POSTTEST
8. ASSESS PERFORMANCE
9. RETEACH
SOME BEHAVIORIST TEACHING LEARNING
METHODS
D. SYSTEMATIC INSTRUCTION: THOMAS
GOOD AND JERE BROPHY
1. REVIEW
2. DEVELOPMENT
3. ASSESS COMPREHENSION
4. SEATWORK
5. ACCOUNTABILITY
6. HOMEWORK
7. SPECIAL REVIEW
 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 includes:

(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
21" 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?
ELEMENTS OF CURRICULUM DESIGN
V. 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.
V. ASSESSMENT/EVALUATION

THREE MAIN
FORMS
V. ASSESSMENT/EVALUATION
SELF ASSESSMENT
PEER ASSESSMENT
TEACHER ASSESSMENT
 ELEMENTS OF CURRICULUM DESIGN
V. ASSESSMENT/EVALUATION
SELF ASSESSMENT
Through which students learn to monitor
and evaluate their own learning.
 ELEMENTS OF CURRICULUM DESIGN
V. ASSESSMENT/EVALUATION
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.
 ELEMENTS OF CURRICULUM DESIGN
V. ASSESSMENT/EVALUATION
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).
Summative Assessment usually
involves the allocation of marks or
grades. This helps the teacher make
decisions about the progress or
performance of the students.
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.
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)
To conclude, 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 the
Department of Education, Commission on
Higher Education, Accrediting Agencies,
Professional Regulation Commission to
achieve a specific purpose of such agency.
AWESOME WORDS!