FUNDAMENTALS OF CURRICULUM

DESIGNING

Learning Outcomes:
OutcomesoUTCOME
At the end of the lesson, you as a learner will be able to:

1. Identify the fundamentals of curriculum designing

2. Appreciate the task of designing a curriculum

3. discuss the Behaviourist Teaching Learning Methods

4. define the four criteria in the provision of the environment or learning
spaces in designing a curriculum.

4 PIC 1 WORD. Guess the 4 pictures in one word.

CPE 108- THE TEACHER AND THE CURRICULUM 1

 1. What represents each set of pictures and how does it relate to the lesson?
__________________________________________________________________
__________________________________________________________________
___________________________________________________________________
_________________________________________________________________

A Curriculum is planned as a sequence of learning experiences should be

at the heart and mind of every teacher. Every Teacher as a curricularist should be
involve in designing a curriculum. In fact, it is one of the teacher's roles as a
curricularist. Designing a curriculum is a very challenging task. It is 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 us yourself to be a
curriculum designer.
Hence, curriculum design focuses on the creation of the overall course
blueprint, mapping content to learning objectives, including how to develop a
course outline and build the course. Each learning objective is met with assessment
strategies, exercise, content, subject matter, analysis and interactive analysis. The
ultimate goal of curriculum design is to deepen learning and support students in
gaining important core competencies such as critical and creative thinking, skillful
communication and demonstrating care for self and others. The teacher’s
involvement in the curriculum development process is essential in the needs of
society. The process of curriculum development requires teachers to act and
reflect on society’s’ needs in each stage of the development stage.

ADVANCE ORGANIZER

CPE 108- THE TEACHER AND THE CURRICULUM 2

EXPLORATION
Peter Oliva’s 10 Axioms for Curriculum Designers

Have you ever heard the word Axiom? The word axiom is a principle that
practitioners as curriculum designer can use as guidelines or a frame of
reference. It means these 10 axioms will be used to guide curricularist in
designing the curriculum. The person presented this idea was Gordon, W.
Taylor, R. and Oliva P. Before a teacher designs a curriculum, it is
important to connect to the fundamental’s concepts and ideas about the
curriculum. So, let’s discuss individually the ten axioms.

Ten Axioms About Curriculum That Teacher Need as

Reminders:

1. Curriculum change is inevitable, necessary and desirable.

We cannot predict when the curriculum needs to revise or change
because as you know 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 design.

2. Curriculum is a product of its time. This is also called

timeliness. Teacher should respond to the changes because a
curriculum is a product of its time. A relevant curriculum should
respond to changes brought about by current social forces,
philosophical positions, psychological principle, new knowledge, and
educational reforms.

3. Curriculum changes made earlier can exist concurrently

with newer curriculum changes. Curriculum is gradually phased
in phased out, thus the changes that occur can coexist and oftentimes

CPE 108- THE TEACHER AND THE CURRICULUM 3

 overlap for long periods of time. Hence, a revision of a curriculum
starts and end slowly.

4. Curriculum change depends on people who will implement

the change. Teacher who will implement the curriculum should know
how to design aurriculum because they ne involve in its development.
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 changes.

5. Curriculum development is a cooperative group activity.

However, Group decision in some aspect of curriculum development
are suggested. Consultation with stakeholders, religious leader,
parents will add to sense of ownership. Does learner should
participate? Yes, even the learners should participate in some aspect
of designing a curriculum. Any significant change in the curriculum
should involve a broad range of stakeholders to gain their
understanding, support, and input. Additionally, people have different
opinion and sometime other’s opinion is better than ours.

6. Curriculum development is a decision-making process

made from choices of alternatives. In developing curriculum,
developer must think logically or deep narrow decision is necessary.
A curriculum developer or designer must decide what contents to
teach, philosophy or point of view to support, how to provide for
multicultural groups because you are not just addressing one student
or what methods or strategies, and what type of evaluation to use.

7. Curriculum development is an ongoing process. After

implementing the revised curriculum, developer must continue
monitor the curriculum implemented because continuous monitoring,
examination, evaluation, and improvement of curricula are to be
considered in the design of the curriculum. As the need of learners
change, as society changes, and as a new knowledge and technology
appear the curriculum must change

8. Curriculum development is more effective if it is a

comprehensive process, rather than a “peacemeal”. The
curriculum become more effective when it comprehensive or narrow
decision is applied. 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. Developer must provide an ample time in developing
a curriculum because it more effective when it is comprehensive rather
than a peacemeal.

CPE 108- THE TEACHER AND THE CURRICULUM 4

 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
procedures, needed materials and resources, and evaluation
procedure which can be placed in a matrix.

10. Curriculum development starts from where the curriculum

where the curriculum is. Curriculum developer, designers, planners
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

There are many labels or names for curriculum design. Some call it
syllabus or lesson plan, unit plan or course design. Whatever is the name
of the design, the common components for all of them are almost the same.

I. Behavioral Objectives or Intended Learning Outcomes

Begin with the end in view. The objectives or intended learning
outcomes it is the reasons for undertaking the learning lesson for you
as a student’s point of view; As a curriculum designer, the beginning
of the learning journey is the learning outcomes to be achieved.
Always keep in mind that whenever you make an objective it should
be align with the bloom’s taxonomy, it must have with the so-called
cognitive, affective and psychomotor. We must not just focus on their
intellectual capacity but also, we must think how can they give value to
a certain situation and how can they apply their knowledge. Andersen
and Krathwohl, Objectives. For the affective skills, the taxonomy is
made by Krathwohl .

S- Specific
M- Measurable
A- Attainable
R- Result oriented
T- Time bound

II. Content/Subject Matter

The content is the topic or subject matter that will be covered or teach.
In selecting content, you should bear in mind the following principles in
addition to those mentioned about the content in previous lesson.

CPE 108- THE TEACHER AND THE CURRICULUM 5

 ➢ Subject matter should be relevant to the outcomes of the
curriculum. An effective curriculum is purposive and clearly focused
on the planned learning outcomes. It is always be align.
➢ Subject matter should be appropriate to the level of the lesson
or unit. The content should be suitable to the level of the learners. An
effective curriculum is progressive, leading students towards building
on previous lessons. Contents which are to basic or too advanced for
the development levels of learners make students either bored or
baffled and effect their motivation to learn.
➢ Subject matter should be up to date and, if possible, should
reflect current knowledge and concepts. The content must be
updated, like if there’s new curriculum then adopt. Another thing is
during your discussion, when giving example it must has a connection
to the current knowledge like issues in a certain community. So that the
learners aware to a situation, and it can enhance their critical thinking
by asking them what the possible solutions example.

III. Reference

The word reference is all from familiar to us, because in our previous
levels we always encountered that word. The reference talks about where
the content or subject matter has been taken, or in other word it is our
sources. Our reference may be can get through a book, module or any
book publications. The following are the examples on how to write a
reference.

1. Project Wild (1992) K to 12 Activity Guide, An 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 Explanatory 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 method should allow cooperation,
competition as well as individualism or independent learning among
the students.

CPE 108- THE TEACHER AND THE CURRICULUM 6

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. However, 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.

Some Behaviorist Teaching Learning Methods

The following method/s are some examples of very simple teaching-

learning methods, it has a detailed step that you can start as you begin
teaching.

A.Direct Instruction: Barak Rosenshine Model (in Ornstien and

Hunkins, 2018)

1. State Learning Objectives/ Outcomes: Begin the lesson by

stating the expected learning to a certain topic through a short
statement and it must be SMART.
2. Review: Give recap to the previous lesson you tackled in the
class. With that, you can identify if they learned and understand the
prerequisite of the next lesson. 3. Present new materials: In this
part, this is the time that you will present new materials or learning in
a sequenced manner.
4. Explain:
5. Practice: Provide active practice for all students.
6. Guide: Guide the students during initial practice; or provide
seatwork activities.
7. Check for understanding: ask several questions, assess students’
progress, comprehension.
8. Provide feedback: Provide feedback, and correct the
misunderstanding of the students.
9. Assess Performance: Obtain students 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.

CPE 108- THE TEACHER AND THE CURRICULUM 7

 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 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 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
corrective (practice/drill) to non-mastery group
6. Monitor. Monitor student progress, vary a What 2mount 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, alternative
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
3.Development Promote students understanding, provide controlled
practice

CPE 108- THE TEACHER AND THE CURRICULUM 8

 4.Assess comprehension. Ask questions, provide controlled practice
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 leaming 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
leaming? To provide learning condition that will that will develop the
21 century skills, there must be a provision for the utilization or my
forteaching 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?

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)
leamed. The process by which this information is generated is
assessment. It has three main forms:

•Self-assessment, through which students leam 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 leaming This can be viewed as an extension of self-assessment
and presupposes trust and mutual respect. Research suggests that
students can leam to judge each other's work as reliably as staff

CPE 108- THE TEACHER AND THE CURRICULUM 9

 •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 student learn
more) or summative (expressing a judgement on the student's
achievement by reference to stated criteria). Many assessment tasks
involved an element of both, e.g., an assignment that is marked and
relumed 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 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 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 assessment)

Simply put, curriculum design is the organization of curriculum components.

All other additional components are trimmings that teach 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.

Summative Assessment

Let’s try!

1. From what we discussed, what are the ten axioms?

2. As a future educator, what teaching-learning method is the best for
you to use?

CPE 108- THE TEACHER AND THE CURRICULUM 10

 4. As a future educator how are you going to apply the Behaviourist
Teaching learning methods in the future?

INSTRUCTION: Which of the following concepts do you clearly

understand? Answer Yes or No to the questions that follow.
QUESTIONS . As a curricularist and curriculum designer

1. Do you think curriculum changes is investable?

2. Does curriculum change not consider the existing one?
3. Should curriculum be changes only by only one person?
4. Should any change in curriculum include an evaluation?
5. does curriculum change mean total overhaul?
6. Should learning outcomes be considered first before the content?
7. Should teaching methods consider only the expertise of the
teacher?
8. Are time tested methods like inductive and lecture no longer
useful?
9. Should contents be updated and relevant?
10. Is there only one design that a teacher should know?

References

Bilbao, Purita P. and Corpuz. Brenda B. et al (2020). The Teacher and

the School Curriculum. Lorimar Publishing INC. Quezon City

https://www.studocu.com/ph/document/eulogio-amang-rodriguez-
institute-of-science-and technology/mathematics-in-the-
modern-world/written-report-the-teacher-and-the-school
curriculum/56289123

https://youtu.be/761zmoTOCzk?=UO4_DVxKKz0n1W-x

CPE 108- THE TEACHER AND THE CURRICULUM 11