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Lesson 2

Curriculum design involves planning the interaction of learners with instructional materials to achieve educational objectives, focusing on elements such as intended learning outcomes, content, teaching methods, and assessment strategies. Various approaches to curriculum design include subject-centered, learner-centered, and problem-centered designs, each emphasizing different aspects of the educational process. Effective curriculum design requires careful consideration of the relevance, appropriateness, and integration of content to enhance student learning experiences.

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9 views3 pages

Lesson 2

Curriculum design involves planning the interaction of learners with instructional materials to achieve educational objectives, focusing on elements such as intended learning outcomes, content, teaching methods, and assessment strategies. Various approaches to curriculum design include subject-centered, learner-centered, and problem-centered designs, each emphasizing different aspects of the educational process. Effective curriculum design requires careful consideration of the relevance, appropriateness, and integration of content to enhance student learning experiences.

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rosemendoxa10
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© © All Rights Reserved
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Topic 1 (Fundamentals of Curriculum Designing)

Introduction:

Curriculum refers to a planned interaction of learners with instructional requirements basing on


their content, materials and processes for evaluating the attainment of educational objectives (Wiggins,
2005). Curriculum design takes into account teaching and learning aims and outcomes. 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, exercises, content, subject matter analysis, and interactive activities.

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
behavioural 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 students’ 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.

II. Content/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.

 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.

III. References

The references follow 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 or the material and
if possible, the publications.
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.

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. 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.

Topic 2 (Approaches to Curriculum Designing)


Introduction:

Curriculum design is the planning period when instructors organize the instructional units for
their course. Curriculum design involves planning activities, readings, lessons, and assessments that
achieve educational goals. These include subject-centered design, learner-centered design and problem
centered design.

Approaches to Curriculum Designing


There are many ways of looking at curriculum and designing one. For our own purposes, let us focus on
the most widely used examples.

1. Subject-Centered Design

This is a curriculum design that focuses on the content of the curriculum. The subject-centered
design 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.
According to the advocates, subject design has an advantage because it is easy to deliver.

1.2 Discipline design.

This curriculum design model is related to the subject design. However, while subject design
centers only on the cluster of content, discipline design focuses on academic disciplines.

1.3 Correlation design.

Coming from a core, correlated curriculum design links separate subject designs in order to
reduce fragmentation. Subjects are related to one another and still maintain their identity.
1.4 Broad field design/interdisciplinary.

Broad field design or interdisciplinary is a variation of the subject-centered design. This design
was made to cure the compartmentalization of the separate subjects and integrate the contents that are
related to one another.

2. Learner-Centered Design

Among the progressive educational psychologists, the learner is the center of the educative
process. This emphasis is very strong in the elementary level, however; more concern has been placed
on the secondary and even the tertiary levels. Although in high school, the subject or content has
become the focus and in the college level, the discipline is the center, both levels still recognize the
importance of the learner in the curriculum.

Here are some examples of curriculum designs which are learner centered.

2.1 Child-centered design. This design is often attributed to the influence of John Dewey, Rouseau,
Pestallozi and Froebel. This curriculum design is anchored on the needs and interests of the child. The
learner is not considered a passive individual but one who engages with his/her environment.

2.2 Experience-centered design. This design is similar to the child-centered design. Although the focus
remains to be the child, experience-centered design believes that the interests and needs of learners
cannot be re-planned. Instead, experiences of the learners become the starting point of the curriculum,
thus the school environment is left open and free.

2.3 Humanistic design.

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