Module 3: The Teacher as a

Curriculum Designer

Lesson 3.1 – Fundamentals of Curriculum Design

Lesson 3.2 - Approaches to Curriculum Designing
Lesson 3.3 - Curriculum Mapping and Curriculum Quality Audit

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

Learning Outcomes:

 Identify the fundamentals of curriculum

designing.
 Appreciate the task of designing a
curriculum.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.1 Building on Peter Oliva’s 10 Axioms for

Curriculum Designers
Ten Axioms About Curriculum That Teachers Need as
Reminders:
1. Curriculum change is inevitable, necessary, and
desirable.
2. Curriculum is a product of its time.
3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
4. Curriculum change depends on people who will
implement the change.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.1 Building on Peter Oliva’s 10 Axioms for

Curriculum Designers
Ten Axioms About Curriculum That Teachers Need as
Reminders:
5. Curriculum development is a cooperative group
activity.
6. Curriculum development is a decision-making process
made from choices or alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.1 Building on Peter Oliva’s 10 Axioms for

Curriculum Designers
Ten Axioms About Curriculum That Teachers Need as
Reminders:
9. Curriculum development is more effective when it
follows a systematic process.
10. Curriculum development starts from where the
curriculum is.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.1 Building on Peter Oliva’s 10 Axioms for

Curriculum Designers
Components:
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)
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

I. Behavioral Objectives or Intended Learning
Outcomes
 These 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.
 Expressed in action words found in the revised Bloom’s
Taxonomy of Objectives (Andersen and Krathwohl,
2003) for the development of the cognitive skills.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

I. Behavioral Objectives or Intended Learning
Outcomes
 The statement should be SMART: Specific, Measurable,
Attainable, Result-oriented and Time-bound.
 In framing learning outcomes, it is good practice to: (1)
Express each outcome in terms of what successful
students will be able to do; (2) Include different kinds
of outcomes.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

II. Content/Subject Matter
 It is the topic or subject matter that will be covered.
 Principles in selecting the content:
(1) Subject matter should be relevant to the outcomes of
the curriculum.
(2) Subject matter should be appropriate to the level of the
lesson or unit.
(3) Subject matter should be up-to-date and, if possible,
should reflect current knowledge and concepts
(4) Subject matter should follow the principle of B A S I C S.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

III. References
 It tells where the content or subject matter has been
taken.
 The references may be a book, a module, or any
publication.
 It must bear the author of the material and if possible,
the publications.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
 These are the activities where the learners derive
experiences.
 Examples: Cooperative learning activities, Independent
learning activities, Competitive activities, and the use of
Various delivery models to provide learning experiences

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
A. Direct Instruction: Barak Rosenshine Model (in Ornstien
& Hunkins, 2018)
Detailed Steps:
1. State Learning Objectives/Outcomes
2. Review
3. Present new materials
4. Explain
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
A. Direct Instruction: Barak Rosenshine Model (in Ornstien
& Hunkins, 2018)
Detailed Steps:
5. Practice
6. Guide
7. Check for Understanding
8. Provide feedback
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
A. Direct Instruction: Barak Rosenshine Model (in Ornstien
& Hunkins, 2018)
Detailed Steps:
9. Assess performance
10. Review and test

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
B. Guided Instruction: Madeline Hunter Model (in Ornstien
& Hunkins, 2018)
Detailed Steps:
1. Review
2. Anticipatory set
3. Objective
4. Input
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
B. Guided Instruction: Madeline Hunter Model (in Ornstien
& Hunkins, 2018)
Detailed Steps:
5. Modeling
6. Check for understanding
7. Guided practice
8. Independent practice
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
C. Mastery Learning: JH Block and Lorin Anderson Model
(in Ornstien & Hunkins, 2018)
Detailed Steps:
1. Clarify
2. Inform
3. Pretest
4. Group
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
C. Mastery Learning: JH Block and Lorin Anderson Model
(in Ornstien & Hunkins, 2018)
Detailed Steps:
5. Enrich and correct
6. Monitor
7. Posttest
8. Assess performance
9. Reteach
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
D. Systematic Instruction: Thomas Good and Jere Brophy
(in Ornstien & Hunkins, 2018)
Detailed Steps:
1. Review
2. Development
3. Assess comprehension
4. Seatwork
5. Accountability
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Some Behaviorist Teaching Learning Methods:
D. Systematic Instruction: Thomas Good and Jere Brophy
(in Ornstien & Hunkins, 2018)
Detailed Steps:
6. Homework
7. Special reviews

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

IV. Teaching and Learning Methods
Teaching-Learning Environment
- Equally important in the choice of the teaching-learning methods.
Four (4) Criteria in the provision of the environment or
learning spaces in designing a curriculum:
(1) Adequacy – actual learning space or classrooms.
(2) Suitability – relates to planned activities
(3) Efficiency – operational and instructional effectiveness
(4) Economy – cost effectiveness

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.2 Elements of Components of Curriculum Design

V. Assessment/Evaluation
Learning occurs most effectively when students receive
feedback.
Three (3) main forms:
(1) Self assessment – student learns to monitor and evaluate
their own learning
(2) Peer assessment – students provide feedback on each
other’s learning
(3) Teacher assessment – teacher prepares and administers
tests and gives feedback on the student’s performance.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.1 – Fundamentals of Curriculum Design

3.1.3 Application of the Fundamental Components to

other Curriculum Designs
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)

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

Learning Outcomes:

 Identify some familiar curriculum

designs and approaches to the designs.
 Analyze the approaches in the light of
how these are applied in the schooling.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

1. Subject-Centered Design
 Focuses on the content of the curriculum
 Correspond mostly to the textbook
 Individual subject, specific discipline and a combination of
subjects or disciplines which are a broad field or
interdisciplinary.
1.1. Subject Design
 Subject design curriculum is the oldest and so far the
most familiar design for teachers, parents and other
laymen

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

1. Subject-Centered Design
1.2. Discipline Design
 Focuses on academic discipline.
 Discipline refers to specific knowledge learned through a
method which the scholars use to study a specific content
of their fields.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

1. Subject-Centered Design
1.3. Correlation Design
 Coming from a core, correlated curriculum design links
separate subject designs in order to reduce
fragmentation.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

1. Subject-Centered Design
1.4. Broad field design/Interdisciplinary
 Made to cure the compartmentalization of the separate
subjects and integrate the contents that are related to
one another.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

2. Learner-Centered Design
2.1. Child-centered Design
 Anchored on the needs and interests of the child.
2.2. Experience-centered Design
 Interests and needs of learners cannot be pre-planned.
2.3. Humanistic Design
 The development of self is the ultimate objective of
learning.
 It stresses the whole person and the integration of
thinking, feeling and doing.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

3. Problem-Centered Design
 Draws on social problems, needs, interests and abilities
of the learners.
3.1. Life-situations design
 Uses the past and the present experiences of learners as
means to analyze the basic areas of living.
3.2. Core problem design
 The central focus includes common needs, problems, and
concerns of the learners.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

3. Problem-Centered Design
3.2. Core problem design
 Popularized by Faunce and Bossing in 1959, it presented
ways on how to proceed using core design of a
curriculum. These are the steps:
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

3. Problem-Centered Design
3.2. Core problem design
 Popularized by Faunce and Bossing in 1959, it presented
ways on how to proceed using core design of a
curriculum. These are the steps:
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by
group.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

3. Problem-Centered Design
3.2. Core problem design
 Popularized by Faunce and Bossing in 1959, it presented
ways on how to proceed using core design of a
curriculum. These are the steps:
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.1 Types of Curriculum Design Models

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

1. Child or Learner-Centered Approach
 Child or the learner is the center of the educational
process.
 Curriculum is constructed based on the needs, interest,
purposes and abilities of the learners.
Principles:
1) Acknowledge and respect the fundamental rights of the
child.
2) Make all activities revolve around the overall
development of the learner.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

1. Child or Learner-Centered Approach
 Child or the learner is the center of the educational
process.
 Curriculum is constructed based on the needs, interest,
purposes and abilities of the learners.
Principles:
3) Consider the uniqueness of every learner in a multicultural
classroom.
4) Consider using differentiated instruction or teaching.
5) Provide a motivating supportive learning environment for all
the learners.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

1. Child or Learner-Centered Approach

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

2. Subject-Centered Approach
 Prescribes separate distinct subjects for every
educational level: basic education, higher education or
vocational-technical education.
Principles:
1) The primary focus is the subject matter.
2) The emphasis is on bits and pieces of information which
maybe detached from life.
3) The subject matter serves as a means of identifying
problems of living.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

2. Subject-Centered Approach
 Prescribes separate distinct subjects for every
educational level: basic education, higher education or
vocational-technical education.
Principles:
4) Learning means accumulation of content, or knowledge.
5) Teacher’s role is to dispense the content.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

2. Subject-Centered Approach

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

3. Problem-Centered Approach
 Based on a design which assumes that in the process of living,
children experiences problems.
Views and Beliefs:
1) The learners are capable of directing and guiding themselves in
resolving problems, thus developing every learner to be
independent.
2) The learners are prepared to assume their civic responsibilities
through direct participation in different activities.
3) The curriculum leads the learners in the recognition of concerns
and problems in seeking solutions. Learners are problem solvers
themselves.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.2 – Approaches to Curriculum Designing

3.2.2 Approaches of Curriculum Design Models

3. Problem-Centered Approach

EDUC108S – The Teacher and the School Curriculum Week 3

Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

Learning Outcomes:

 Define curriculum mapping and curriculum

quality audit.
 Explain the benefits of curriculum mapping
and curriculum quality audit.
 Familiarize oneself of some examples of
curriculum maps.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.1 Curriculum Mapping

 A model for designing, refining, upgrading and reviewing the
curriculum resulting in a framework that provides form,
focus and function (Hale and Dunlap, 2010).
 It is a reflective process that helps teachers understand
what has been taught and how learning outcomes are
assessed.
 A mapping will produce a curriculum map, which is a very
functional tool in curriculum development.

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.2 Benefits of Curriculum Mapping

1. Ensures alignment of the desired learning outcomes,
learning activities and assessment of learning.
2. Addresses the gaps or repetitions in the curriculum.
3. 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 important elements of
the curriculum and how they contribute to student
learning.
5. Connects all initiatives from instruction, pedagogies,
assessment and professional development.
EDUC108S – The Teacher and the School Curriculum Week 3
 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.3 Curriculum Mapping Process

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.3 Curriculum Mapping Process

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

 Lesson 3.3 – Curriculum Mapping and Curriculum Quality Audit

3.3.4 The Curriculum Map

EDUC108S – The Teacher and the School Curriculum Week 3

Reference:

Bilbao, P.P., Dayagbil, F.T., & Corpuz, B.B. (2020). The Teacher and the School
Curriculum. Lorimar Publishing Inc.