The Teacher and the

School Curriculum
Prof. Monemar B. Velez
 Subject Information
> Title: THE TEACHER AND THE SCHOOL CURRICULUM
> Course Code: ED 306
> Course Credit: 3 units
> Pre-requisite: None
> Description: This course includes the fundamental concepts and
principles in curriculum and curriculum development as a foundation
to engage prospective teachers as curricularists. The more active role
of the teacher in planning, implementing and evaluating school-
curriculum as well as in managing school curriculum change vis-à-vis
various context of teaching and learning curricular reforms shall be
given emphasis.
 GRADING SYSTEM
> ATTENDANCE 10%
> QUIZES 25%
> LEARNING OUTCOMES/PARTICIPATION 35%
> MAJOR EXAMINATION 30%
TOTAL 100%
> MIDTERM GRADE 50%
> FINAL GRADE 50%
> FINAL RATING 100%
Curriculum
Essentials
 Different Levels of Philippine Education System
> Basic Education – includes Kindergarten, and Grades 1 to
12. Each level has its specific recommended curriculum.
The new basic education levels are provided in K to 12
Enhanced Curriculum of 2013 of DepEd.
> Technical Vocational Education – This is post-secondary
technical vocational education and training taken care by
TESDA.
> Higher Education – This includes the Bachelor Degrees
and the Graduate Degrees which are under the regulation
of CHEd.
 Types of Curricula Simultaneously Operating in Schools
> Recommended Curriculum
> Written Curriculum
> Taught Curriculum
> Supported Curriculum
> Assessed Curriculum
> Learned Curriculum
> Hidden/Implicit Curriculum
 Recommended Curriculum
> Most curricula in schools are recommended. For basic
education, it is recommended by DepEd, higher education
by CHEd and vocational education by TESDA. The
recommendations come in the form of memoranda or
policies, standards and guidelines. UNESCO and other
professional organizations also recommend curricula.
 Written Curriculum
> This includes documents based on the recommended
curriculum. They come in the form of course study,
syllabi, modules, books or instructional guides among
others. The most recent written curriculum is the K to 12.
 Taught Curriculum
> From what is written or planned, the curriculum must be
implemented or taught. Putting life to the written
curriculum is what this is all about. The taught curriculum
will depend largely on the teaching style of the teacher and
the learning style of the learners.
 Supported Currilculum
> Described as the support materials that the teacher needs to
make learning and teaching meaningful which includes
print materials like books, charts, posters on non-print like
movies, slides, presentations, models, realias, mock-ups
and other electronic illustrations. On larger scale,
supported curriculum also includes laboratories,
playgrounds, multimedia rooms etc.
 Assessed Curriculum
> Taught and supported curricula have to be evaluated to
find out if the teacher has succeeded or not in facilitating
learning. In every end of the lesson, an assessment is
made. It is either classified as assessment of learning,
assessment for learning and assessment as learning. In any
case, the curriculum is being assessed.
 Learned Curriculum
> The positive outcome of teaching is an indicator of
learning. These are measured by tools in assessment,
which can indicate the cognitive, affective and
psychomotor outcomes. Learned curriculum will also
demonstrate higher education and critical thinking and
lifelong skills.
 Hidden/Implicit Curriculum
> This curriculum is not deliberately planned, but has a great
impact on the behavior of the learner. Peer influence,
school environment, media, parental pressures, societal
changes, cultural practices, natural calamities, are some
factors that create hidden curriculum.
The Teacher as
a Curricularist
 Exciting Innovating
Facilitating Broadening
Knowing Building
Planning Rewarding
Frustrating Believing
Growing Recommendin
Initiating g
Evaluating Showing
Copying
 The Teacher as a Curricularist…
> Knows the curriculum (Knower)
> Writes the curriculum (Writer)
> Plans the curriculum (Planner)
> Initiates the curriculum (Initiator)
> Innovates the curriculum (Innovator)
> Implements the curriculum (Implementor)
> Evaluates the curriculum (Evaluator)
 Doing these multi-faceted
work qualifies a teacher to be
a CURRICULARIST
Module 2: The Teacher
as a Knower of
Curriculum
The School Curriculum:
Definition, Nature and
Scope
Today’s Headlines
 Literal Definition of Curriculum
> The word originates from Latin word currere referring to
the oval track upon which Roman Chariots raced.
> The New International Dictionary defines it as the whole
body of a course in an educational institution or by
department.
> Oxford English Dictionary defines it as courses taught in
schools and universities.
 Some Common Definitions of Curriculum
1. Curriculum is a planned and guided set of learning
experiences and intended outcomes, formulated through
the systematic reconstruction of knowledge and
experiences under the auspices of the school, for the
learner’s continuous and willful growth in personal social
competence. (Daniel Tanner, 1980)
2. It is a written document that systematically describes goals
planned, objectives, content, learning activities, evaluation
procedures and so forth (Pratt, 1980)
 Some Common Definitions of Curriculum
3. The contents of a subject, concepts and tasks to be
acquired, planned activities, the desired learning outcomes
and experiences, product of culture and an agenda to
reform society make up a curriculum. (Schubert, 1987)
4. A curriculum includes “all of the experiences that
individual learners have in a program of education whose
purpose is to achieve broad goals and related specific
objective, which is planned in terms of framework of
theory and research or past and present professional
practice.” (Hass, 1987)
 Some Common Definitions of Curriculum
5. It is a plan that consists of learning opportunities for a
specific time frame and place, a tool that aims to bring
about behavior changes in students as a result of planned
activities and includes all learning experiences received by
students with guidance of the school (Goodland and Su,
1992)
6. It is a programme of activities designed so that pupils will
attain so far as possible certain educational and other
schooling ends or objectives. (Grundy, 1987)
7. It provides answers to three questions: 1. What knowledge,
skills and values are most worthwhile? 2. Why are they
most worthwhile? 3. How should the young acquire them?
(Cronbeth, 1992)
 Curriculum from Traditional Points of View
> Robert M. Hutchins views curriculum as “permanent
studies” where rules of grammar, reading, rhetoric, logic
and mathematics for basic education are emphasized. The
3Rs should be emphasized in basic education while liberal
education should be emphasized in college.
> Arthur Bestor as an essentialist believes that the mission of
school should be intellectual training, Hence, curriculum
should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should include
mathematics, science, history and foreign language.
 Curriculum from Traditional Points of View
> Joseph Schwab thinks that the sole source of curriculum is
a discipline, thus the subject areas such as Science,
Mathematics, Social Studies, English and many more. In
college, academic disciplines are labelled as humanities,
sciences, languages, mathematics among others. He coined
the word discipline as a ruling doctrine for curriculum
development.
> Phillip Phenix asserts that curriculum should consist
entirely of knowledge which comes from various
disciplines.
 Curriculum from Progressive Points of View
> John Dewey believes that education is experiencing.
Reflective thinking is a mean that unifies curricular
elements that are tested by application.
> Holin Caswell and Kenn Campbell viewed curriculum as
all experiences children have under the guidance of
teachers.
 Curriculum from Progressive Points of View
> Othaniel Smith, William Stanley and Harlan Shore
likewise defined curriculum as a sequence of potential
experiences, set up in schools for the purpose of
disciplining children and youth in group ways of thinking
and acting.
> Colin Marsh and George Willis also viewed curriculum as
all the experiences in the classroom which are planned and
enacted by the teacher and also learned by the students.
 In Summary…
CURRICULUM is what is taught in school, a set of subjects, a
content, a program of studies, a set of material, a sequence of
courses, a set of performance objectives, everything that goes
within the school. It is what is taught inside and outside of
school directed by the teacher, everything planned by school, a
series of experiences undergone by learners in school or what
individual learner experiences as a result of school. In short,
curriculum is the total learning experiences of the learner
under the of the teacher. (Brenda Corpuz et.al, 2020)
That’s it for now.
 Approaches to
School Curriculum
 Three Ways of Approaching a Curriculum
> Curriculum as a Content of Body of Knowledge
> Curriculum as a Process
> Curriculum as a Product
Curriculum as a
Content or
Body of
Knowledge
 Curriculum as a Content or Body of Knowledge
> If a curriculum is equated as content, then the focus will be
the body of knowledge to be transmitted to learners using
appropriate teaching method. There can be a likelihood
that teaching will be limited to the acquisition of facts,
concepts and principles of the subject matter, however, the
content or subject can also be taken as means to an end.
 Curriculum as a Content
> There are four ways of presenting the content in the
curriculum:
1. Topical Approach where much content is based on
knowledge, and experiences are included.
2. Concept Approach with fewer topics in clusters around
major and sub-concepts and their interaction, with
relatedness emphasized.
3. Thematic Approach as a combination of concepts that
develop conceptual structures.
4. Modular Approach that leads to complete units of
instructions.
 Criteria in Selection of Content
> Significance
> Validity
> Utility
> Learnability
> Feasibility
> Interest
 Criteria in Selection of Content
> Significance. Content should contribute to ideas, concepts,
principles and generalization that should attain the overall
purpose of the curriculum.
 Criteria in Selection of Content
> Validity. Authenticity of the content that we ought to teach
according to national standards and prescribed curriculum.
Knowledge becomes obsolete with the fast-changing
times. Thus, there is a need for validity check and
verification at regular interval.
 Criteria in Selection of Content
> Utility. Usefulness of the content in the curriculum is
relative to the learners who are going to use these.
 Criteria in Selection of Content
> Learnability. The complexity of the content should be
within the range of experiences of the learners.
 Criteria in Selection of Content
> Feasibility. Contents must be learned within the time
allowed, resources available, expertise of the teachers and
the nature of the learners.
 Criteria in Selection of Content
> Interest. Consideration of learners’ developmental stage,
culture and ethnicity; meaningful and valued. Are the
contents meaningful? Will the learners take interest on the
content?
 Guide in the Selection of the Content in the Curriculum
1. Commonly used in daily life.
2. Appropriate to the maturity levels and abilities of the
learners.
3. Valuable in meeting the needs and competencies of the
future career.
4. Related to other subject fields or discipline for
complementation and integration.
5. Important in the transfer of learning to other disciplines.
 BASICS: Fundamental
Principles for Curriculum
Contents
 BASICS
Palma in 1952 proposed that the contents in the curriculum
should be guided by Balance, Articulation, Sequence,
Integration, and Continuity. However, in designing a
curriculum contents, Hunkins and Ornstein (2018) added and
important element which is Scope.
 Balance
> Contents should be fairly distributed in depth and breadth.
This will guarantee that significant contents should be
covered to avoid too much or too little of the contents
needed with in the time allocation.
 Articulation
> As the content complexity progresses with the educational
level, vertically or horizontally, across the same discipline
smooth connections or bringing should be provided.
Articulation refers to the logical progression of learning
objectives from grade level to grade level, from course to
course, within the content areas.
 Sequence
> The logical arrangement of the content refers to sequence
or order. This can be done vertically for deepening the
content or horizontally for broadening the same content.
 Integration
> Content in the curriculum does not stand alone or in
isolation. It has some ways of relatedness or connectedness
to other contents.
 Continuity
> Content when viewed as a curriculum should continuously
flow as it was before, to where it is now, and where it will
be in the future. It should be perennial Content should
provide continuity in learning and prevent loss through
forgetting.
 Scope
> The breadth and depth of the curriculum content are vital
in a curriculum. Scope consists of all contents, topics,
learning experiences comprising the curriculum.
Curriculum as a
Process
 Curriculum as a Process
> It is the interaction among teachers, learners and content.
As a process, curriculum happens in the classroom as the
questions asked by the teacher and the learning activities
engaged in by the students.
> The intersection of the content and process is called the
Pedagogical Content Knowledge or PCK.
 Guiding Principles of Curriculum Approached as Process
1. Curriculum process in the form of teaching methods or
strategies are means to achieve the end.
2. There is no single best process or method. Its effectiveness
will depend on the desired learning outcomes, the learners,
support materials and the teacher.
3. Curriculum process should stimulate the learner’s desire to
develop the cognitive, affective, psychomotor domains in
each individual.
 Guiding Principles of Curriculum Approached as Process
4. In the choice of methods, learning and teaching styles
should be considered.
5. Every method or process should result to learning
outcomes which can be described as cognitive, affective
and psychomotor.
6. Flexibility in the use of the process or methods should be
considered. An effective process will always result to
learning outcomes.
7. Both teaching and learning are the two important processes
in the implementation of the curriculum.
Curriculum as a
Product
 Curriculum as a Product
> Product is what the students desire to achieve as learning
outcomes.
> The product of the curriculum is a student equipped with
the knowledge, skills and values to function effectively
and efficiently. Products of learning are operationalized as
knowledge, skills, and values.
 Curriculum
Development:
Processes and Models
 Curriculum Development Process
> Curriculum Planning
> Curriculum Designing
> Curriculum Implementing
> Curriculum Evaluating
 Curriculum Development Process
> Curriculum Planning considers the school vision, mission,
and goals. It also includes the philosophy or strong
education belief of the school.
 Curriculum Development Process
> Curriculum Designing is the way curriculum
conceptualized to include the selection and organization
of the content, the selection and organization of the
learning experiences or activities and the selection of the
assessment procedure and tools to measure achieved
learning outcomes.
 Curriculum Development Process
> Curriculum Implementing is putting into action the plan
which is based on the curriculum design in the classroom
setting or the learning environment.
 Curriculum Development Process
> Curriculum Evaluating determines the extent to which the
desired outcomes have been achieved. This procedure is
on-going as in finding out the progress of learning
(formative) or the mastery of learning (summative).
 Curriculum Development Process Models
> Ralph Tyler Model: Four Basic Principles
> Hilda Taba Model: Grassroots Approach
> Galen Saylor and William Alexander Curriculum Model
 Curriculum Development Process Models
> Ralph Tyler Model: Four Basic Principles
> Also known as Tyler’s Rationale, the curriculum
development model emphasizing the planning phase.
Tyler’s model shows that in curriculum development, the
ff. considerations should be made:
1. Purpose of the school
2. Educational experiences related to the purpose
3. Organization of the experience
4. Evaluation of the experience
 Curriculum Development Process Models
> Hilda Taba Model: Grassroots Approach
> Hilda Taba improved on Tyler’s Model. She believed that
teachers should participate in developing a curriculum.
Taba begins from the bottom, rather than from the top as
what Tyler proposed.
 Curriculum Development Process Models
> Hilda Taba Model: Grassroots Approach
> She presented six major steps to her linear model which
are the following:
1. Diagnosis of the learners’ needs and expectations of the larger society.
2. Formulation of learning objectives
3. Selection of learning contents
4. Organization of learning contents
5. Selection of learning experiences
6. Determination of what to evaluate and the means of doing it
 Curriculum Development Process Models
> Galen Saylor and William Alexander Curriculum Model
> They viewed curriculum development as consisting of four steps.
1. Goals, Objectives and Domains
2. Curriculum Designing
3. Curriculum Implementation
4. Evaluation
All the models utilized the
processes of (1) curriculum
planning, (2) curriculum
designing, (3) curriculum
implementing, and (4)
curriculum evaluating.
That’s it for now!
 Content Continuity
Process Learning
Product Outcomes
Validity Scope
Balance Implementing
Articulation Designing
Sequence Planning
Integration Evaluating
Foundations of
Curriculum
Philosophical
Foundations
 Perennialism
Aim: To educate the rational
person; cultivate intellect
Role: Teachers assist
students to think with reason
(critical thinking: HOTS)
Focus: Classical subjects,
literary analysis. Curriculum
is enduring Plato/A
ristotle
/T
Trends: Use of Great books Aquina homas
s
(Bible, Koran, Classics) and
Liberal Arts
 Essentialism
Aim: To promote intellectual
growth of learners to become
competent
Role: Teachers are sole
authorities in the subject area
Focus: Essential skills of
3Rs; essential subjects
Trends: Back to Basics, William
Ba
Excellence in education, (1974- gley
1946)
cultural literacy
 Progressivism
Aim: Promote democratic
social living
Role: Teachers lead for
growth and dev’t of lifelong
learners
Focus: Interdisciplinary
subjects. Learner-centered.
Outcomes-based John D
ewey
Trends: Equal opportunities (1859-
1952)
for all, Contextualized
curriculum, Humanistic
education
 Reconstructionism
Aim: To improve and
reconstruct society.
Education for change
Role: Teachers act as agent
of change and reforms
Focus: Present and future
educational landscape
Trends: School and Theod
ore Br
(1904- ameld
curricular reform, global 1987)
education, collaboration and
convergence, standards and
competencies
 Historical
Foundations
 Contributions/ Theories
and Principles
> He started the curriculum
development movement
> Curriculum is a science that
emphasizes students’ needs
> Curriculum prepares learners
for adult life
> Objectives and activities
should group together when
Frankl
tasks are clarified in B
(1876- obbit
1956)
 Contributions/ Theories
and Principles
> Like Bobbit, he posited that
curriculum is science and
emphasizes students’ needs
> Objectives and activities
should match. Subject matter
or content relates to objectives.

Werret
Charte
(1875- rs
1952)
 Contributions/ Theories
and Principles
> Curricula are purposeful
activities which are child-
centered
> The purpose of the curriculum
is child development and
growth. He introduced this
project method where teacher
and student plan the activities.
> Curriculum develops social William
Kilpatr
(1875- ick
relationships and small group 1952)
instruction.
 Contributions/ Theories
and Principles
> Curriculum should develop the
whole child. It is child-
centered.
> With the statement of
objectives and related learning
activities, curriculum should
produce outcomes.
> He emphasized social studies
and suggested that the teacher Harold
Rugg
plans curriculum in advance. (1886-
1960)
 Contributions/ Theories
and Principles
> Curriculum is organized
around social functions of
themes, organized knowledge
and learner’s interest
> Curriculum, instruction and
learning are interrelated
> Curriculum is a set of
experiences. Subject matter is
developed around social Hollis
Cas
functions and learner’s interest (1901- well
1989)
 Contributions/ Theories
and Principles
> Curriculum is a science and an
extension of school’s
philosophy. It is based on
students’ needs and interest.
> Curriculum is always related
to instruction. Subject matter
is organized in terms of
knowledge, skills and values.
> The process emphasizes Ralph
Ty
problem solving. Curriculum (1902- ler
1994)
aims to educate generalists and
not specialists.
 Contributions/ Theories
and Principles
> She contributed to the
theoretical and pedagogical
foundations of concepts
development and critical
thinking in social studies
curriculum.
> She helped lay the foundation
for diverse student population.
Hilda T
a
(1902- ba
1967)
 Contributions/ Theories
and Principles
> He described curriculum
change as a cooperative
endeavor.
> Teachers and curriculum
specialist constitute the
professional core of planners.
> Significant improvement is
achieved through group
activity. Peter O
l
(1992- iva
2012)
Psychological
Foundations
Association and Behaviorism
 Contributions/ Theories
and Principles
> He is the father of the classical
conditioning, the S-R theory
> The key to learning is early
years of life is to train them
what you want them to
become
> S-R theory is a foundation of
learning practice called
indoctrination Ivan P
av
(1849- lov
1936)
 Contributions/ Theories
and Principles
> He championed the
connectionism theory
> He proposed the three laws of
learning:
> Law of Readiness
> Law of Exercise
> Law of Effect
> Specific stimulus has specific Edwar
d Thor
(1874- ndike
response 1949)
 Contributions/ Theories
and Principles
> He proposed the hierarchical
learning theory. Learning
follows a hierarchy.
> Behavior is based on
prerequisite conditions.
> He introduced tasking in the
formulation of objectives.

Rober
t Gagn
(1916- e
2002)
 Psychological
Foundations
Cognitive Information Processing Theory
 Contributions/ Theories
and Principles
> Cognitive development has
stages from birth to maturity
> Sensorimotor stage (0-2),
preoperational stage (2-7),
concrete operational stage (7-
11), and formal operations
(11+).
> Keys to learning:
- Assimilation (incorporation of new Jean P
ia
experience) (1896- get
- Accommodation (learning 1980)
modification and adaptation)
- Equilibration (balance between
previous and later learning)
 Contributions/ Theories
and Principles
> Cultural transmission and
development stage. Children could,
as a result of their interaction with
society, actually perform certain
cognitive actions prior to arriving at
developmental stage.
> Learning precedes development
> Sociocultural development theory
> Keys to learning:
Lev Vy
- Pedagogy creates learning got
(1896- sky
processes that lead to 1934)
development.
- The child is an active agent in his
or her educational process.
 Contributions/ Theories
and Principles
> Multiple Intelligence Theory
> Humans have several different
ways of processing information
and these ways are relatively
independent of one another
> There are eight intelligences:
linguistic, logical-mathematical,
musical, spatial, bodily/
kinesthetic, interpersonal, Howar
d Ga rdner
intrapersonal, and naturalistic.
 Contributions/ Theories
and Principles
> Emotion contains the power to
affect action. He called this
emotional quotient.

Daniel
Golem
an
Humanistic
Psychology
 Contributions/ Theories
and Principles
> Gestalt Theory
> Learning is explained in terms of
“wholeness” of the problem.
> Human beings do not respond to
isolated stimuli but an organization
or pattern of stimuli.
> Keys to learning
- Learning is complex and abstract.
- Learners analyze the problem,
discriminate between essential and
nonessential data, and perceive Gestal
t
relationships.
- Learners will perceive something in
relation to the whole. What/ how they
perceive is related to their previous
experience.
 Contributions/ Theories
and Principles
> He advanced the Self-actualization
theory.
> Classic theory of human needs
> A child whose basic needs are not
met will not be interested in
acquiring knowledge of the world.
> He put importance to human
emotions, based on love and trust.
> Key to learning: Abraha
mM
- Produce a healthy and happy (1908- aslow
1970)
learner who can accomplish,
grow and actualize his or her
human self.
 Contributions/ Theories
and Principles
> Nondirective and therapeutic
learning
> He established counselling
procedures and methods for
facilitating learning.
> Children’s perceptions, which are
highly individualistic, influence
their learning and behavior in class.
> Key to learning:
- Curriculum is concerned with Carl R
og
(1902- ers
process, not product; personal 1987)
needs, not subject matter,
psychological meaning, not
cognitive scores.
Social Foundations
 Contributions/ Theories
and Principles
> Society as a source of change
> Schools as agents of change
> Knowledge as an agent of
change

Schoo
ls and
Societ
y
 Contributions/ Theories
and Principles
> Influence of society and social
context in education
> Things that surround individuals
can change, develop their
behavior.
> Considered two fundamental
elements which are schools and
civil society.
Emile
Durk
(1858- heim
1917)
 Contributions/ Theories
and Principles
> Believed that knowledge should
prepare students for the future
> Suggested that in the future,
parents might have the
resources to teach prescribed
curriculum from home as a
result of technology, not in spite
of it. (Home schooling)
> Foresaw schools and students Alvin T
worked creatively, offler
collaboratively, and independent
of their age.
Other Theorists
 Contributions/ Theories
and Principles
> Education as a means of shaping
the person and society through
critical reflections and
“conscientization”
> Teachers use questioning and
problem posing approach to
raise students’ consciousness
> Emphasis on questioning
problem posing and critical Paolo
Freire
thinking (1921-
1997)
> Major Book: Pedagogy of the
Oppressed, 1968
 Contributions/ Theories
and Principles
> Curriculum organized around needs
of society and the students
> Reduce student conformity in
classroom
> Constant need for school
improvement
> Emphasis on active learning and
critical thinking
> Involvement of students in planning John G
oo
curriculum content and instructional (1920- dlad
2014)
activities
> Need to align content with
standards
 Contributions/ Theories
and Principles
> Broaden the conception of
curriculum to enrich the practice
> Understand the nature of the
educational experience
> Curriculum involves multiple
disciplines
> Curriculum should be studied
from a historical, racial,
William
gendered, phenomenological, 1947 - Pinar
postmodern, theological and presen
t
international perspectives.
 In summary, the foundation
upon which curriculum is
based are educational
philosophies, historical
developments, psychological
explanations, and societal
influences. All of these
foundations are interrelated.
That’s it for now!
 Activity
> Identify and explain which among the foundations of
curriculum, has influenced what you have learned in
school as a college student
> How will the thinking of Abraham Maslow influence your
teaching practice in the future?
> Who among the theorists/ philosophers do you agree
most? Explain.
Designing the
Curriculum
The Teacher as a
Curriculum
Designer
Fundamentals of Curriculum Design
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
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.
5. Curriculum development is a cooperative group activity.
Building on Peter Oliva’s 10 Axioms for Curriculum Designers
6. Curriculum development is a decision-making process
made from choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
9. Curriculum development is more effective when it follows
a systematic process.
10. Curriculum development starts from where the curriculum
is.
 Elements/
Components of
a Curriculum
Design
 I. Behavioral Objectives or Intended Learning Outcomes
> The objectives or intended learning outcomes are the
reasons for undertaking the learning lesson from the
students’ point of view. The beginning of the learning
journey is the learning outcomes to be achieved.
> The statement should be SMART: Specific, Measurable,
Attainable, Result-oriented and Time-bound.
 II. Content/ Subject Matter
> The content of the lesson or unit is the topic or subject
matter that will be covered.
- Subject matter should be relevant to the outcomes of
the curriculum. An effective curriculum is purposive
and 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.
 II. Content/ Subject Matter
- Subject matter should be up-to-date and, if possible,
should reflect current knowledge and concepts.
- Subject matter should follow the principle of
BASICS.
 III. References
> The reference follows a content. 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.
> Example:
- Shipman, James and Jerry Wilson, et al (2009). An
Introduction to Physical Science. Houghton Mifflin
Co, Boston MA
 IV. Teaching and Learning Methods
> These are 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.
 Behaviorist Teaching-Learning Methods
A. Direct Instruction: Barak Rosenshine Model
- Steps:
- 1. State Learning Objective/Outcomes
- 2. Review
- 3. Present New Materials
- 4. Explain
- 5. Practice
- 6. Guide
- 7. Check for Understanding
- 8. Provide Feedback
- 9. Assess Performance
- 10. Review and test
 Behaviorist Teaching-Learning Methods
B. Guided Instruction: Madeline Hunter Model
- Steps:
- 1. Review
- 2. Anticipatory set
- 3. Objective
- 4. Input
- 5. Modeling
- 6. Check for Understanding
- 7. Guided Practice
- 8. Independent Practice
 Behaviorist Teaching-Learning Methods
C. Mastery Learning: JH Block and Lorin Anderson Model
- Steps:
- 1. Clarify
- 2. Inform
- 3. Pretest
- 4. Group
- 5. Enrich and correct
- 6. Monitor
- 7. Posttest
- 8. Assess performance
- 9. Reteach
 Behaviorist Teaching-Learning Methods
D. Systematic Instruction: Thomas Good and Jere Brophy
- Steps:
- 1. Review
- 2. Development
- 3. Assess Comprehension
- 4. Seatwork
- 5. Accountability
- 6. Homework
- 7. Special Reviews
 Teaching-Learning Environment
> Brian Castaldi in 1987 suggested four criteria in the
provision of the environment or learning spaces in
designing a curriculum. There criteria include (1)
adequacy, (2) suitability, (3) efficiency and (4) economy.
 Adequacy
> This refers to the actual learning space or classrooms. Is
the classroom large enough for students’ mobility for class
interaction and collaborative work? To provide learning
condition that will provide opportunities that will develop
21st century skills, there must be a provision for the
utilization of technology for teaching and learning and the
use of the cyberspace.
 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.
 Efficiency
> This refers to operational and instructional effectiveness.
 Economy
> This refers to cost effectiveness. How much is needed to
provide instructional materials?
 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 operation is generated is assessment. It has three main
forms: Self assessment, Peer assessment and Teacher
assessment.
 Self Assessment
> through which the 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 suggest 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.
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
agencies like DepEd or
CHEd.
That’s it for now…
 Activity
> With a partner…
- Secure a copy of lesson plan
- Using the matrix given below, analyze the sample you secured and give
your suggestions based on the principles and concepts you learned.
Components Details from Sample Lesson Your Suggestion
Plan
Title of the Lesson Plan

Intended Learning
Outcomes/Objectives
Content/Subject Matter

Method/Strategies

Evaluation/Assessment
If you were to improve the design, what will you add, or subtract or modify? Explain
 Approaches to
Curriculum Design
Types of Curriculum Design Models
 I. 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 on
the specific subject or course.
 I. Subject-Centered Design
A. Subject Design
B. Discipline Design
C. Correlation Design
D. Broad field design / Interdisciplinary
 A. Subject Design
> Subject design curriculum is the oldest and so far most
familiar design for teachers, parents and other laymen.
According to advocates, subject design has an advantage
because it is easy to deliver. Textbooks are written and
support instructional materials are commercially available.
 B. Discipline Design
> This curriculum design model is related to subject design.
However, while subject design centers only on the cluster
of content, discipline design focuses on academic
disciplines. Discipline refers to specific knowledge learned
through a method which the scholars use to study a
specific content of their fields.
 C. 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 maintains their
identity. For example, English and Social Studies correlate
well in the elementary level.
 D. Broad Field/ Interdisciplinary
> This is a variation of 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. Social Sciences, Natural Sciences, and Arts are
examples of this.
 II. Learner-Centered Design
> The learner is the center of the educative process as
advocated by progressivists. This emphasis is very strong
in the elementary level, however, more concern is placed
on the secondary and tertiary levels.
 II. Learner-Centered Designs
A. Child-centered
B. Experience-centered
C. Humanistic
 A. Child-Centered Design
> This design is often attributed to the influence of John
Dewey, Rousseau, Pestalozzi and Froebel. This curriculum
design is anchored on the needs and interest of the child.
The learner is not considered as passive individuals but
one who engages with the environment.
 B. Experience-centered Design
> Similar to child-centered design. This design believes that
that interest and needs of the learners cannot be pre-
planned. Instead, experiences of the learners become the
starting point of the curriculum, thus the school
environment is left open and free. Learners are made to
choose from various activities that the teacher provides.
 C. Humanistic Design
> The key influence of this design is Abraham Maslow and
Carl Rogers. Thus, this focuses on self-actualization and
self-direction. In this design, the development of self is the
ultimate objective of learning. It stresses the development
of positive self-concept and interpersonal skills.
 III. Problem-centered Design
> This design draws on social problems, needs, interest and
abilities of the learners. Various problems are given
emphasis. In this curriculum, content cuts across subject
boundaries and must be based on the needs, concerns and
abilities of the students.
 III. Problem-centered Design
A. Life-situations design
B. Core problem design
 A. Life-situation Design
> The contents are organized in ways that allow students to
clearly view problem areas. It uses past and present
experiences of the learners as a means to analyze the basic
areas of living. The connection of the subject matter to real
situations increases the relevance of the curriculum.
 B. Core Problem Design
> It centers on general education and the problems are based
on the common human activities. The central focus of the
core design includes common needs, problems and
concerns of the learners.
 It is very important that as a
curricularist, you will be able
to understand the different
design models and how to
approach each one.
Learning Outcomes
and Curriculum
Mapping
 What is curriculum map?
> A curriculum map identifies where in the curriculum
learning outcomes are addressed – what is taught, where
and how. Or, conversely, the mapping process may help
you determine whether your curriculum and learning
outcomes are aligned, and may reveal gaps in your
curriculum.
> It helps determine degree of coverage of Student Learning
Outcomes (SLOs)
> Refers to the alignment of learning standards and teaching
 Traditional Process of Curriculum Mapping
> Being the most common approach curriculum mapping
was entirely done by faculty, but often without discussion
with the student affairs or without the student themselves.
Hence, the result obtained are rarely represented the
fullness of a degree or the student learning experience.
 5 Levels of Mapping
1. PO – Course Mapping
2. CO – PO Mapping
3. Assessment – CO Mapping
4. Syllabus – CO Mapping
5. Questions – CO Mapping
 PO – Course Mapping
> Program Outcomes which were earlier referred to as
Graduate Attributes is all about what you expect from a
graduate in his 4 years of graduation. This level of
mapping lets the instructor set up threshold value
alongside the program learning.
 CO – PO Mapping
> Aligning program level outcomes with the course-level
outcomes is the second level of mapping. This level of
outcomes mapping focuses on student learning and it
allows faculty to create a visual map of a program.
 Assessments - CO Mapping
> It facilitates the alignment of various assessments with the
courses outcomes. This represents what will the students
know and be able to do as a result of his course.
 Syllabus - CO Mapping
> It shows how the entire syllabus gets mapped with the
courses in the given course time.
 Questions - CO Mapping
> Students develop an insight into becoming powerful
questioners. An authentic inquiry learning with a visual
summary on a topics is mapped with the courses. Bloom’s
various levels are catered here.
 Purposes of Curriculum Mapping
> Demonstrates the alignment between curriculum and a
program’s SLOs
> Identifies which course contain learning experiences
which helps student achieve SLOs
> Shows the extent to which SLOs are addressed
> Details which course contain/include/have assessments of
SLOs
 Benefits of Curriculum Mapping
> Shows where gaps are
> Can result in refinement of SLOs and assessment methods
> Points where to, when, and how assessment takes place
> Can identify already-existing sources of data
> Provides an overview of curriculum
 Construction of Curriculum Map
> Begin with a table with SLOs listed on the vertical axis
and all courses/learning experiences listed across the
horizontal axis at the top.
> Each SLO will have a corresponding row; each
course/content corresponds to a column
 Construction of Curriculum Map
1. For each SLO, indicate in which course(s) the outcome is
addressed.
2. Each SLO must be addressed at least once. If not, then the
outcome and its place in the program should be
reexamined.
3. Describe the level to which the outcome is addressed:
Introduced, Practiced, Mastered.
4. SLOs can be addressed at more than one level within a
course.
 Implementing the
Curriculum
The Teacher as a Curriculum Implementor
and a Manager
 Curriculum Implementation
> Ornstein and Hunkins (1998) defined curriculum
implementation as the interaction between the curriculum
that has been written and planned and the persons
(teachers) who are in charge to deliver it…
 Curriculum Implementation
> …to them, curriculum implementation implies the
following:

> Shift from what is current to a new or enhanced

curriculum;
> Change in knowledge, actions, attitudes of the persons
involved; and
> Change which requires efforts hence goals should be
achievable.
 Curriculum Implementation as a Change Process
> https://www.youtube.com/watch?v=dqTTojTija8&list=RD
dqTTojTija8&start_radio=1&rv=dqTTojTija8&t=30
 Curriculum Implementation as a Change Process
> Kurt Lewin’s Force Field Theory and Curriculum Change
Driving Force E Restraining Force
Government Intervention Q Fear of the Unknown
U
Society’s Values I Negative Attitude to
L Change
Technological Changes I Tradition Values
B
Knowledge Explosion R Limited Resources
Administrative Support I Obsolete Equipment
U
M
 Categories of Curriculum Change
McNeil (2020) categorized curriculum change as follows:
> Substitution
> Alteration
> Restructuring
> Perturbations
> Value Orientation
 Substitution
> The current curriculum will be replaced or substituted by
a new one. It is sometimes called complete overhaul.
Example changing an old book to entirely new one, not
merely a revision.
 Alteration
> There is a minor change to the current or existing
curriculum. Example: From using graphing paper to
graphing calculator.
 Restructuring
> Building a new structure would mean major change or
modification in the school system, degree program or
educational system. Using the “In-school Off-school” or a
blended curriculum is an example of this.
 Perturbations
> These are changes that are disruptive, but teachers have to
adjust to them within a fairly short time.
 Value Orientation
> This classification will respond to shift in the emphasis
that the teacher provides which are not within the mission
or vision of the school or vice versa.
 Curriculum Implementation
> Regardless of the kind of change, the process may contain
three important elements. As a process, curriculum
implementation should be developmental, participatory
and supportive
 Developmental
> It should develop multiple perspectives, increase
integration and make learning autonomous, create a
climate of openness and trust, and appreciate and affirm
strengths of the teacher.
 Participatory
> It should be participatory, specially because other
stakeholders like peers, school leaders, parents and
curriculum specialists are necessary. Involvement and
participation encourages sense of ownership and
accountability. Participation builds a learning
community which is very necessary in curriculum
implementation.
 Supportive
> Material support like supplies, equipment and conducive
learning environment like classrooms and laboratory
should be made available. Likewise, human support is
very much needed. The school leader or head should
provide full school or institutional support to the
implementation of the new curriculum.
Implementing A Curriculum
Daily in the Classrooms
 Desired Learning Outcomes:

> Review the components of a daily plan for

teaching.

> Identify intended learning outcomes.

> Matched learning outcomes with appropriate

teaching methods.
 GOOD NEWS!
> DepEd Order No. 70 s. 2012 sets forth guidelines on the
preparation of daily lessons. It says that teachers, who have
been in the service for more than two years-private school
experience included, shall not be required to prepare detailed
lesson plans. Instead, they may adopt the daily lesson logs
which contain the needed information and guide from the
Teacher Guide (TG) and Teacher Manual (TM) reference
material with page number, interventions given to students
and remarks to indicate how many students have mastered
the lesson or are needing remediation.
> On the other hand, teachers with less than two years of
teaching experience shall be required to prepare Daily
Lesson Plans that include objectives, subject matter,
procedure, assessment, and assignment.
 Starting the Class Right: Laying Down the Curriculum Plan

MAIN PARTS OF LESSON PLAN:

 Objectives (Intended Learning Outcomes)
 Subject Matter
 Procedures or Strategies of Teaching
 Assessment of Learning outcomes
 Assignment or Agreement
 1. INTENDED LEARNING OUTCOMES.
> These are the desired learning that will be the focus of the lesson.

BLOOMS TAXONOMY (1956) REVISED BLOOM’S BY

ANDERSON (2001)
EVALUATION CREATING

SYNTHESIS EVALUATING

ANALYSIS ANALYZING

APPLICATION APPLYING

COMPREHENSION UNDERSTANDING

KNOWLEDGE REMEMBERING
 Levels of Knowledge
> Factual knowledge- ideas, specific data, information
> Conceptual Knowledge- words or ideas known by common name,
common features, multiple similar examples which may either be
abstract or concrete.
> Procedural Knowledge- how things work, step-by-step actions,
methods of inquiry.

TAKE NOTE!
The Intended Learning Outcome should be written in the SMART way.
(Specific, Measurable, Attainable, Result- Oriented, Time Bound)
 2. Subject Matter or Content
> The WHAT in teaching.
> Comes from the body of knowledge that will be learned
through the guidance of the teacher.
 3. Procedure/Methods and Strategies
> How a teacher will put life to the intended outcomes and
the subject matter to be used depends to on this
component.
There are many ways of teaching for different kinds of learners
such as…
1. Direct Demonstration Methods (Guided
Exploratory/Discovery Approach, Inquiry Method,
Problem-based Learning, Project Method)
2. Cooperative Learning (Peer Tutoring, Learning Action
cells, Thin-Pair Share)
3. Deductive or Inductive Approaches (Project Method,
Inquiry-based Learning)
4. Other approaches (Blended Learning, Reflective
Teaching, Integrated Learning, Outcome-based
Approach)
COMMON CHARACTERISTICS TIPS FOR TEACHERS ABOUT
LEARNERS
Students
VISUAL- Uses graphs, have different
charts, Turnlearning styles.
notes into pictures, diagrams,
pictures. maps. Learn the big picture first
Tends to remember things that bare than details. Make mind maps or
written in form. concept maps.
AUDITORY- Recalls information Record lectures and listen to these.
through hearing and speaking. Repeat materials out loud “parrots”.
Preferred to be told how to do things Read aloud.
orally. Learns aloud.
KINESTHETIC- Prefers hands-on Learn something while doing
approach. Demonstrates how to do, another thing. Work while standing.
rather than explain. Like group work Does many things at one time.
with hands on-minds on;.
 Teaching and learning must be supported by instructional
materials.
1. Use of direct purposeful experience through learning by
doing retains almost all of the learning is retained.
Ex: field trip, field study, community immersion,
practice teaching.
2. Participation in class activities, discussion, reporting and
similar activities where learners have the opportunity to
say and write.
Ex: small group discussion, individual reporting, role
play
 Teaching and learning must be supported by instructional
materials.
3. Passive participation (50% remembering)
Ex: watching a movie, viewing exhibit, watching
demonstrations
4. Looking at pictures, paintings, illustrations and drawings
(30% remembering)
5. Hearing lectures, monologues, sermon (20% remembering)
6. Reading (10% remembering)
 Finding out what has been achieved: Assessing achieved
outcomes
> Test and other tools are utilized at the end of the lesson
to identify this.
> What Knowledge, Process, Understanding and
Performance (KPUP) are demonstrated by the learners?
 Point to Ponder
> The Biggest Myth in Education