The Teacher and the School Curriculum

Dr. Narcisa R. Figuerres

Module 4 : THE TEACHER AS CURRICULUM DESIGNER

This module presents an introductory lesson on the concepts , fundamentals and principles of
curriculum design. It focuses on the role of the teacher as a curricularist and curriculum
designer. Read on and gain in-depth understanding and insights on your future role as a
curriculum designer.

The duly accomplished learning tasks for this module are to be submitted via e-mail
[email protected]
 MODULE 4

THE TEACHER AS THE CURRICULUM DESIGNER

I. INTRODUCTION
Now that we have gone over curriculum development processes and models in module 3 , let
us discuss curriculum design focusing on the teacher as the curriculum designer. Curriculum
design is the deliberate organization of curriculum within a course or classroom. When
teachers design their curriculum , they identify what will be done , who will do it and when , as
well as what the outcome of each course or subject is. By thinking about how the curriculum is
designed , teachers ensure they have covered all the necessary elements necessary for the
development of knowledge , skills and values that students need.

II. LEARNING OUTCOMES

After completing this module , pre-service teachers should be able to :
1. explain what curriculum design is and why it is important for the teacher ;
2. demonstrate appreciation of the role of the teacher in designing the curriculum;
3. identify the fundamentals of curriculum designing ; and
4. accomplish the different learning tasks related to the topic.

III. TOPICS AND KEY CONCEPTS

Having set out our learning outcomes, let us now proceed with the discussion on the topic
under consideration. In this part of the module , we shall explore the importance of curriculum
design and eventually appreciate the role of the teacher as a curriculum designer.
A. The Nature and Concept of Curriculum Design
1. According to Bilbao , et. al. (2015) , a curriculum as a planned sequence of learning
experiences should be at the heart and mind of every teacher. Therefore , every
teacher should be involved in designing a curriculum. 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.
2. Karen Schweitzer (2019) defines curriculum design as a purposeful , deliberate and
systematic organization of curriculum within a class or a course. In other words , it is a
way for teachers to plan instruction. When teachers design curriculum , they identify
what will be done , who will do it and what schedule to follow. Simply put , curriculum
design is the planning period when teachers organize instruction.
3. Katy Ryan stresses that curriculum design focuses on the creation of the overall
course blueprint , mapping content to learning outcomes , including how to develop a
course outline and build the course. Each learning outcome is met with assessment
strategies , exercises , content , subject matter analysis and interactive activities.
4. Curriculum designing is the way curriculum is conceptualized to include the selection
and organization of content , the selection of learning experiences or activities and the
selection of the assessment procedure and tools to measure achieved learning
outcomes.
5. Teachers design each curriculum with a specific educational purpose in mind. The
ultimate goal is to improve student learning. In other words , the ultimate goal for
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.
B. Fundamentals of Curriculum Design
1. According to Peter Oliva , every curriculum designer should take in mind the following
general principles or axioms as a guide in curriculum development :
1.1 Curriculum change is inevitable , necessary and desirable. Teachers should
respond to the changes that occur in school and its context. Societal development
and knowledge revolution come so fast that the need to address the changing
condition requires new curriculum designs.
1.2 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.
1.3 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 overtimes overlap for long periods of time.
1.4 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.
1.5 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 aspects of curriculum designing. Any significant change
in the curriculum should involve a broad range of stakeholders to gain their
understanding , support and input.
1.6 Curriculum development is a decision – making process made from choices of
alternatives. A curriculum designer must decide what content 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.
1.7 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 need of learners change , as society changes ,
and as new knowledge and technology appear , the curriculum must change.
1.8 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.
1.9 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
resource and evaluation procedure which can be placed in a matrix.
1.10 Curriculum development starts from where the curriculum is. Curriculum
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.
C. Principles of Curriculum Design in the Classroom
1. Teachers create the conditions necessary for curriculum to be enacted effectively in a
variety of different learning environments.
2. Teachers attend to the social aspects of learning while creating environments that
encourage students to take risks and express different viewpoints or perspectives.
3. Teachers make professional judgments about curriculum design in order to be
responsive to student’s needs , interests , background , curiosities and passion.
4. Teachers ensure that learning experiences are meaningful and relevant.
5. Teachers understand the progression of learning in order to make effective decisions ,
bridge transitions , scaffold and support each student toward success.
6. Teachers craft learning intentions incorporating student voice , choice and flexibility.
7. Teachers allow students to access curriculum through independent , small group ,
large group and flexible groupings.
8. Teachers use curriculum planning to structure appropriate levels of challenge and
multiple entry points which allow all students to develop their skills , understanding and
knowledge.
9. Teachers co-construct curriculum with students and colleagues , working
collaboratively to maximize expertise.

D. Teachers as Learning Designers

1. For so long , teachers have been disempowered to design learning. With prescribed
curriculum , overly strict pacing curriculum guides and the like , teachers have been
given little or no opportunity to innovate and design for learning. But the important part
about teaching is the opportunity to design and be creative ; to design learning that
meets the needs of students , to try new things. Effective teachers must have the
space to design for their students while still remaining within the framework of the
prescribed curriculum.
2. Whether it is a question , a mini task or an assessment , teachers still have , and must
have , the space that empowers them to design. If we want our students to be
empowered , then we must model this empowerment to be a learning designer. If you
have not designed or been given the space to , this will be difficult. Look for spaces
that can challenge your design thinking about what a learning space can be.
3. Andrew Miller (2014) articulated the role of teachers as “learning designers”. Great
teachers are “learning designers” who seek to create a space where all students are
empowered to learn. If students are struggling , it is a great opportunity to reflect and
revise our learning design by asking the following questions:
3.1 Are more choices or self - directed learning needed?
3.2 Should there be some differentiation?
3.3 Perhaps there could have been more formative assessments?
4. Teachers must be empowered to become learning designers for all students. We need
to look for these opportunities to design and reflect on the current learning designs in
our classrooms. Just as our world and our students are always changing , so must our
design for learning.
5. Ken Robinson beautifully likened a teacher to a gardener by saying : Great teachers
create the condition for success , just as gardeners do. You can’t make a flower grow
but you can design and improve the condition for that flow of naturally occurring
events. It is the same for our students. We have the duty to create the best conditions
for students to flourish.
E. The Teacher as Curricularist
1. A curricularist is a professional who is a curriculum specialist. A person who is involved
in curriculum knowing , writing , planning , implementing , evaluating , innovating and
initiating may be designated as “curricularist”.
2. To be a teacher is to be a curricularist even if a teacher may not equal the likes of
John Dewey, Ralph Tyler or Hilda Taba . As a curricularist , a teacher will be knowing ,
writing , implementing , innovating , initiating and evaluating the curriculum in the
school and classrooms just like the role models and advocates in curriculum
development that we have learned from the previous modules.
3. According to Bilbao et.al. (2015) the following are the seven different roles which a
responsible teacher does in the classroom everyday. Doing these multi-faceted work
qualifies a teacher to be a curricularist :

The teacher as a curricularist ….. Description

1. knows the curriculum Learning begins with knowing. The teacher as a
(Knower) learner starts with knowing about the
curriculum. As a teacher , one has to master
what are included in the curriculum. It is
acquiring academic knowledge both formal
(disciplines, logic) or informal (derived from
experiences). It is the mastery of the subject
matter.
2. writes the curriculum A classroom teacher takes record of
(Writer) knowledge , concepts , subject matter or
content. These need to be written or preserved.
The teacher writes books , modules , manuals ,
instructional guides and reference materials in
paper or electronic media as a curriculum writer.
3. plans the curriculum A good curriculum has to be planned. It is the
(Planner) role of the teacher to make a yearly , monthly ,
weekly or daily plan of the curriculum. This will
serve as a guide in the implementation of the
curriculum. The teacher takes into consideration
several factors in planning a curriculum. These
factors include the learners , the support
materials , time , subject matter or content , the
desired outcomes , the context of the learners
among others. By doing this , the teacher
becomes a curriculum planner.
4. initiates the curriculum The teacher is under obligation to implement the
(Initiator) new curriculum. There will be many constraints
and difficulties in doing things first or leading ,
however , a transformative teacher will never
hesitate to try something novel and relevant.
5. innovates the curriculum A curriculum is always dynamic , hence it keeps
(Innovator) on changing. A good teacher therefore
innovates the curriculum and thus become a
curriculum innovator.
6. implements the curriculum The curriculum that is prescribed or
(Implementer) recommended has to be implemented. An
implementer gives life to the curriculum plan.
The teacher is at the height of an engagement
with the learners , with support materials in
order to achieve the desired outcome. It is
where teaching , guiding , facilitating skills of the
teacher is expected to the highest level. It is
here where teaching as a science and as an art
will be observed. It is here where all the
elements of the curriculum will come into play.
The success of a recommended , well written
and planned curriculum depends on the
implementation.
7. evaluates the curriculum How can one determine if the desired learning
(Evaluator) outcomes have been achieved? Is the
curriculum working? Does it bring the desired
results? What do outcomes reveal? Are the
learners achieving? Should the curriculum be
modified , continued or terminated? These are
some questions that need the help of a
curriculum evaluator.
IV. LEARNING TASKS

Learning Task No. 1

Direction : Write an acrostic. Take the word LEARNING DESIGNERS , and think of the key
words or key learning points that we have discussed relative to the teacher as a curriculum
designer , using word/s beginning with each of those letters.

L _______________________________________________________________________

E _______________________________________________________________________

A _______________________________________________________________________

R _______________________________________________________________________

N _______________________________________________________________________

I ________________________________________________________________________

N ________________________________________________________________________

G ________________________________________________________________________

D ________________________________________________________________________

E ________________________________________________________________________

S ________________________________________________________________________

I _________________________________________________________________________

G ________________________________________________________________________

N ________________________________________________________________________

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R ________________________________________________________________________

S ________________________________________________________________________
Learning Task No. 2
Direction : Identify on the blanks provided Who am I as a curricularist based on the cases
presented (Source : Curriculum Development by Bilbao et.al (2015).

Case 1 : _______________________________
I have a good idea on how to make my learners pay attention to the lesson. I will use the new
idea and find out if it will work.
Case 2 : _______________________________
DepEd sent the standards , competencies and guidelines in teaching the Mother Tongue in
Grade 1 in our school. I will study and use it in the coming school year.
Case 3 : _______________________________
There is so much to do in one school day. I seem not able to do all , but I have to accomplish
something for my learners. I have made a daily activity plan to guide me.
Case 4 : _______________________________
I need a poem to celebrate the World Teachers’ Day. I composed one to be used in my class
in Literature.
Case 5 : _______________________________
My class is composed of different home background and culture. I cannot use a “one - size-fits
all strategy” in teaching so I can respond to the diverse background. In mu readings , I
discovered that there are ways of teaching. I tried one myself and it worked.
Case 6 : _______________________________
Knowledge is limitless. What I learned in college is not enough. I need to know more , so I
enrolled in the graduate school to advance my learning.
Case 7 : _______________________________
At the end of the year , my performance as a teacher is reflected in the school performance of
my students. So I need to provide a monitoring tool to measure how they are progressing. The
result will inform me how will I address my learners’ weakness and enhance their strengths.
Case 8 : _______________________________
I am teaching in a very far away barangay with no electricity yet. Many of the instructional aids
for teaching sent to our school are films and video tapes which need power. I cannot use
them , but the lessons are very important. So I thought of making an alternative activity. I took
my class to the river and waterfall instead of doing the lesson.
Case 9 : ________________________________
My principal asked me to attend a write shop to make the lesson exemplars in the teaching of
science in Grade 7. In the workshop , I used my experiences as a science teacher for ten
years and my knowledge of the subject matter. At the end of three days , I was able to produce
lesson exemplars which I am proud of.
Case 10 : _______________________________
In Grade 7 to Grade 10 of the K to 12 Enhanced Curriculum , science as a subject is presented
, taught and learned in a spiral manner. This is part of the DepEd implementing guidelines of
the curriculum. I am a Biology major , and I have insufficient knowledge about the other areas
of science such as Physics and earth Science. Because of this dilemma , I have to request the
principal that we have team teaching.

Learning Task No. 3

 Direction : Read and reflect on the words of Ken Robinson about “Teachers are like
Garderners”

“ Great teachers create the conditions for success , just as gardeners do.
You cannot make a flower grow , but you can design and improve the
Condition for that flow of naturally occurring events”.

It’s the same for our students. We have the duty to create
the best conditions for students to flourish.

Write your insights about the above-stated lines :

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Learning Task No. 4

Direction : Matching Type

Place Column A Column B

your
answer
here
a. A teacher uses technology-based
1. Evaluator instructional materials in the
teaching of the lesson

b. It is here where the teaching and

2. Planner facilitating skills of the teacher is
expected to be manifested.

c. The teacher determines if the

3. Initiator desired learning outcomes have
been achieved.

d. With the full belief that the new

4. Writer curriculum will enhance learning ,
the teacher implemented it.

e. The teacher makes a weekly plan

5. Knower which serves as a guide in the
implementation of the curriculum.

f. As a teacher , one has to master

6. Implementer the content of the curriculum

g. A classroom teacher takes

7. Innovator record of knowledge , concepts ,
subject matter or content.

h. A planned sequence of learning

8. Curricularist experiences

i. A professional curriculum
9. Curriculum Design specialist

j. Developer of learning spaces in

10. Curriculum order to empower all students to
achieve.

Learning Task No. 5

Direction : Using the internet and other sources of information , accomplish the following tasks:
 A. What do you mean by “Self-Directed Learning Activities” ?

B. Give specific examples of Self-Directed Learning Activities

Learning Task No. 6

Direction : Answer the following application questions
A. How do you accommodate individual differences in designing the curriculum?
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B. What is the importance of “Evaluation” in curriculum design?

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Learning Task No. 7

Direction : Design meaningful learning experiences during the following activities in school :
 (Identify meaningful activities that can be provided to your students during their
engagement/participation in the below –stated activities)

During Flag Ceremony

During Student Council Election

Before the Presentation of the Lesson

During Recess Time / Lunch break

Learning Task No. 8

Direction : Create a word cloud or a tag cloud to depict the key words contained in this
module. ( Tags are usually single words and the importance of each tag is shown
 with font size or color).

Word/Tag Cloud 1

Word/Tag Cloud 2