CHAPTER 2: Module 3

THE TEACHER AS A CURRICULUM DESIGNER

Lesson 3.1: Fundamentals of Curriculum Design

OVERVIEW

A curriculum as a planned sequence of learning experiences should be at the heart and

mind of every teacher. Every teacher as a curricularist should be involved in designing a
curriculum. In fact, it is one of the teachers’ roles as a curricularist. As such, you will be a part of
the intellectual journey of your learners. You will be providing them the necessary experiences
that will enable the learner what you intend them learn.
As a curriculum designer this task was not given much attention in the past. Every single
day, a teacher designs a lesson or utilizes a curriculum that has been made and was previously
written. Designing a curriculum is a very challenging task. It is here 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 as you prepare yourself to be a curriculum designer.

MODULE OBJECTIVES

After successful completion of this module, you should be able to:

 Identify the fundamentals of curriculum designing

 Appreciate the task of designing a curriculum

COURSE MATERIALS

Building on Peter Oliva’s 10 Axioms for Curriculum Designers

As we begin to discuss about curriculum designing, all teachers need to know the different
axioms or theorems regarding curriculum as presented by Gordon, W., Taylor R., Oliva P. in 2019.
These axioms will be used to guide curricularist in designing a curriculum. Axioms are principles
that practitioners as curriculum designer can use as guidelines or a frame of reference.

Ten Axioms About Curriculum That Teachers Need as Reminders

1. Curriculum change is inevitable, necessary, and desirable. Earlier it was stated that
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 period 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 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.

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 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. Some would call it a unit plan or a course design. Whatever is the name of the design,
the common components for all of them are almost the same. However, some schools, institutions
or departments may add other minor parts or trimmings to the design.

Let us take the Lesson Plan as a miniscule curriculum. 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

Begin with the end in view. The objectives or intended learning outcomes are the
reasons for undertaking the learning lesson from the student’s point of view; it is desired
learning outcome that is to be accomplished in a particular learning episode, engaged in
by the learners under the guidance of the teacher. 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.
The behavioral objectives, intended 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. 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 reason 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. Context / 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 in 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 B A S I C S.

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, or any publication. It must 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 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 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 enhance. 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.
 The use of various delivery modes to provide learning experiences is
recommended. Online learning and similar modes are increasingly important in
many curricula, but these need to be planned carefully to be effective.

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
A. Direct Instruction: Barak Rosenshine Model (in Ornstein & 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 comprehension.

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 and 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 if 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 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, alternative instructional materials, extra
homework, reading materials practice and drill).

D. Systematic Instruction: Thomas Good and Jere Brophy (in Ornstein & 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 21 st 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.

Assessment may be formative (providing feedback to help the student learn more) or
summative (expressing a judgement 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.

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.
Applications 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)
Simply put, 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.

ACTIVITY/ACTIVITIES

Instructions: Secure a copy of Lesson Plan/ Learning Plan. Using the matrix given below,
analyze the sample you secured and give your suggestions based on the principles
and concepts you learned in this module.

COMPONENTS COPY FROM THE SAMPLE YOUR

COMMENT/SUGGESTION
Title of the lesson plan

Intended Learning
outcomes/objectives
Content/Subject Matter

Methods/Strategies

Evaluation/Assessment

Answer briefly (3-5 sentences only)

1. Which one principle of Oliva is reflected in the Lesson Plan? Explain

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

2. If you were to improve the design, what will you add, or subtract or modify? Why?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 ASSESSMENT

Instruction: Which of the following concepts do you clearly understand? Answer YES or NO to
the questions below.

QUESTIONS YES or NO
As a curricularist and curriculum designer. . . .
1. Do you think curriculum change is inevitable?

2. Does curriculum change not consider the existing one?

3. Should curriculum be designed only by one person?

4. Should any change in curriculum include an evaluation process?

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?

Compiled by:

CHARMAINE FAITH S. METIN

Instructor I