DESIGNING THE CURRICULUM: THE TEACHER  the beginning of the learning journey is the

AS A CURRICULUM DESIGNER learning outcomes to be achieved.

 SMART: specific, measurable, attainable, Result
oriented and time bound.
FUNDAMENTALS OF CURRICULUM DESIGN II. Content/Subject Matter
“To change the curriculum of the school is to change the  Content
factors interrupting to shape the curriculum”  Topic that will be covered
 Subject matter
BUILDING ON PETER OLIVA’S TENAXIOM FOR  Relevant to the outcomes
CURRICULUM DESIGNERS  Appropriate to the level of the lesson or unit.
 Up to date and if possible, should reflect current
AXIOM knowledge and concepts
 Are principles that practitioners as curriculum  BASIC
designers can use as guidelines or a frame of III. References
reference.  The reference follows the content.
 Used to guide curricularist in designing a  It tells where the content or subject matter has
curriculum. been taken.
 An axiom is a statement or principle that is  It must bear the author of the material below and
generally accepted to be true. if possible, the publications.
1. Curriculum change is inevitable, necessary, IV. Teaching and Learning Methods
and desirable.  These are the activities where the learners derive
2. Curriculum is a product of its time. A relevant experiences.
curriculum should respond to changes brought  Allow cooperation, competition as well as
about by current social forces, philosophical individualism or independent learning among the
positions, psychological principles, new students.
knowledge, and educational reforms. This is also  For example, Cooperative learning activities allow
called timeliness. students to work together
3. Curriculum changes made earlier can exist  Independent learning activities allow learners to
concurrently with newer curriculum changes. develop personal responsibility.
A revision in a curriculum starts and ends slowly.  Competitive activities, where students will test
their competences against another in a healthy
More often, curriculum is gradually phased in and
manner.
phased out, thus the changes the occur can coexist
SOME BEHAVIORIST TEACHING AND LEARNING
and oftentimes overlap for long periods of time.
METHODS
4. Curriculum change depends on the people who a) Direction instruction: Barak Roseshine Model( in
will implement the change. Teachers who will Ornstien & Hunkins 2018)
implement the curriculum should be involved in  State learning objectives/outcomes
its development  Review
5. Curriculum development is a cooperative  Present new learning materials
group activity. It should involve a broad range of  Explain
stakeholders to gain their understanding, support,  Practice
and input.  Guide
6. Curriculum development is a decision-making  Check for understanding
process made from choices of alternatives.  Provide feedback
7. Curriculum development is an ongoing  Assess performance
process. Continuous monitoring, examination,  Review and test
evaluation, and improvement. b) Guided instruction: Madeline Hunter Model (in
8. Curriculum development is more effective if it Ornstien & Hunkins, 2018)
is a comprehensive process, rather than a  Review
“piecemeal”. Teachers must not make curriculum  Anticipatory set
in a hasty manner or rushed.  Objective
9. Curriculum development is more effective  Input
when it follows a systematic process.  Modelling
10. Curriculum development starts from where the  Check for understanding
curriculum is. An existing design is a good  Guided practice
starting point for any teacher who plans to  Independent practice
enhance and enrich a curriculum. c) Mastery learning: JH Block and Lorin Anderson
Element or Components of a Curriculum Design Model (in Ornstien & Hunkins, 2018)
 Intended Learning Outcomes (ILO) or the Desired  Clarity
Learning Outcome (DLO) formerly labelled as  Inform
behavioral objectives,  Pretest
 Subject Matter or Content,  Group
 Teaching and learning Methods, and  Enrich and correct
 Assessment Evaluation.  Monitor
 Posttest
I. Behavioral Objectives or Intended Learning  Assess performance
Outcomes  Reteach
 d) Systematic instruction: Thomas Good and Jere Step 2. Develop criteria for selection of
Brophy (in Ornstien & Hunkins, 2018) important problem.
 Review Step 3. State and define the problem.
 Development Step 4. Decide on areas of study, including
 Assess comprehension class grouping.
 Seatwork Step 5. List the needed information for
 Accountability resources.
 Homework Step6. Obtain and organize information.
 Special reviews Step 7. Analyse and interpret the
TEACHING-LEARNING ENVIRONMENT (Brian Castaldi information.
(1987); Step 8. State the tentative conclusions.
 Adequacy Step 9. Present a report to the class
 Suitability individually or by group.
 Efficiency Step 10. Evaluate the conclusions
 Economy Step 11. Explore other avenues for further
problem solving.
V. Assessment/ Evaluation
 ASESSMENT Approaches to Curriculum Design
 Self-assessment
 Peer assessment
Child or Learner-Centered Approach. This
 Teacher assessment
approach to curriculum design is based on the
 Assessment may be;
underlying philosophy that the child or the learner
 Formative (providing feedback to help the student
is the center of the educational process.
 Summative (expressing a judgement on the
Principles of Child-Centered Curriculum
student’s achievement by reference to stated
Approach
criteria).
1. Acknowledge and respect the fundamental
rights of the child.
APPROACHES TO CURRICULUM DESIGNING 2. Make all activities revolve around the overall
development of the learner.
Types of Curriculum Design Models 3. Consider the uniqueness of every learner in a
1. Subject-Centered Design. This is a curriculum multicultural classroom.
design that focuses on the content of the 4. Consider using differentiated instruction or
curriculum. teaching.
1.1 Subject design. Teach easy 5. Provide a motivating supportive learning
1.2 Discipline design. discipline design focuses on environment for all the learner.
academic disciplines. Discipline refers to specific
knowledge learned through a method that Subject-Centered Approach. Basic education,
scholars use to study a specific field of study. higher education or vocational-technical
1.3 Correlation. Subjects are related to one another education.
and still maintain their identity. This approach considers the following
1.4 Broad field design/interdisciplinary. This principles:
design was made to cure the 1. The primary focus is the subject matter.
compartmentalization of the separate subjects and 2. The emphasis is on bits and pieces of
integrate the contents that are related to one information which may be detached from life.
another. 3. The subject matter serves as a means of
2. Learner-Centered Design. This emphasis is very identifying problems of living.
strong in the elementary level and even tertiary 4. Learning means accumulation of content or
levels. knowledge.
2.1 Child-centered design. This curriculum designed 5. Teacher’s role is to dispense the content.
is anchored on the needs and interests of the child.
2.2 Experience-centered design. The interests needs Problem-Centered Approach. This approach is
of learners cannot be pre-planned but instead it based on a design which assumes that in the
become the starting point of the curriculum. process of living, children experience problems.
2.3 Humanistic design. This approach is characterized by the
3. Problem-Centered Design. Generally, problem- following views and beliefs:
centered design draws on social problems, needs, 1. The learners are capable of directing and
interest and abilities of the learners. Various guiding themselves in resolving problems, thus
problems are given emphasis. developing every learner to be independent.
3.1 Life-situations design. It uses the past and the 2. The learners are prepared to assume their civic
present experiences of learners as a means to responsibilities through direct participation in
analyze the basic areas of living. different activities.
3.2 Core problem design. The central focus of the 3. The curriculum leads the learners in the
core design includes common needs, problems, recognition of concerns and problems in seeking
and concerns on learners. solutions. Learners are problem solvers
These are the steps. themselves.
Step 1. Make group concensus on
important problems.
Curriculum Mapping and Curriculum Quality 1. Make a matrix or a spread sheet.
Audit 2. Place a timeline that you need to cover. (one quarter, one
semester, one year) This should be dependent on time
frame of a particular curriculum that was written.
Curriculum Mapping. It is a reflective process that helps 3. Enter the intended learning outcomes, skills needed to
teachers understand what has been taught in class, how it be taught or achieved at the end of the teaching.
has been taught and how learning outcomes are assessed. 4. Enter in the same matrix the content areas/ subject
This approach is an ongoing process or “work-in-progress”. areas to be covered.
It is not a onetime initiative but a continuing action, which 5. Align and name each resource available such as
involves the teacher and other stakeholders, who have textbooks, workbooks, module next to subject areas.
common concerns. Some curricularist would describe 6. Enter the teaching-learning methods to be used to
curriculum mapping as a making a map to success. achieve the outcomes.
There are common questions that are asked by 7. Align and enter the assessment procedure and tools to
different stakeholders, like teachers, colleagues, the intended learning outcomes, content areas, and
parents, school officials and the community as well. resource.
These questions may include: 8. Circulate the map among all involved personnel for their
1. What do may students learn? inputs.
2. What do they study in the first quarter? 9. Revise and refine map based on suggestions and
3. What are they studying in school throughout the year? distribute to all concerned.
4. Do my co-teachers who handle the same subject, cover
the same content? Achieve the same outcomes? Use similar
strategies?
CURRICULUM QUALITY AUDIT
Process of mapping the curricular program or syllabus
5. How do I help my students understand the connections
against stablished standards.
between my subjects and other subjects within the year?
Next year?
BENEFITS OF CURRICULUM AUDIT
 Content
1. Identify gaps. Under and over presentation of the
 Content standard
curriculum based on the standards.
 Performance standard
2. Ensures alignment of learning outcomes.
 Learning competencies
Activities and assessment to the standards.
 Learning materials
3. Achieves an internationally comparable.
Curriculum as standards become the basis of the
CURRICULUM MAPS
curriculum analysis.
 A map is geared to a school calendar
The PPST can be used as achor in curriculum quality audit.
 Curriculum maps provide quality control of what
The PPST aims to set clear expectations of teachers along
are taught in schools to maintain excellence,
well-defined carrer stages of professional development
efficiency and effectiveness.
from beginning to distinguished practice. PPST (DO no 42,
Horizontal alignment. Teaching the same subject in a
s. 2017)
grade level follow the same timeline and accomplishing the
The first CQA in teacher education curriculum in the
same learning outcomes.
Philippines was initiated by the Research Center for
Vertical alignment. Will see to it that concept
Teacher Quality (RCTQ), Philippine Normal University,
development which may be in hierarchy or in spiral form
Cebu State University, West Visayas University, Cebu
does not overlap but building from a simple to more
Normal University, and other member universities of the
complicated concepts and skills.
national network of normal schools (3Ns)
A curriculum map is always a work in progress that
There are other standards that can be used in the CQA
enables the teacher or the curriculum review team to
aside from the PPST. CHED CMOs 74 to 83 are standards
create and recreate the curriculum. It provides a good
set by the Commission on Higher Education, specific to the
information for modification of curriculum, changing of
degree program being offered and the teachers who are the
standards and competencies in order to find ways to build
outcomes of the programs.
connections in the elements of the curricula.

BENEFITS OF CURRICULUM MAPPING

1. Curriculum mapping ensures alignment of the
desired learning outcomes, learning activities and
assessment of learning
2. Curriculum mapping addresses the gaps or
repetitions in the curriculum
3. Curriculum mapping verifies clarifies and
establishes alignment between what students do
in their courses and what is taught in the
classrooms and assessed as their learning.
4. The curriculum maps visually show the important
elements of the curriculum and how they
contribute to students learning.
5. Curriculum mapping connects all initiatives from
instruction, pedagogies, assessment, and
professional development. It facilitates the
integration of cross-curricular skills.

1. CURRICULUM MAPPING PROCESS