ELEMENTS/COMPONENTS OF A CURICULUM DESIGN

Prof. Ed.9- BEED III

LESSON PLAN as a miniature curriculum includes the following components:

1. BEHAVIORAL OBJECTIVES or Intended Learning Outcomes (ILO)

2. CONTENT or the Subject Matter
3. REFERENCES
4. TEACHING AND LEARNING METHODS
5. ASSESSMENT or Evaluation

A. BEHAVIORAL OBJECTIVES

The objectives or intended learning outcomes are the DESIRED LEARNING OUTCOME THAT
IS TO BE ACCOMPLISHED in a learning session, engaged in by the LEARNERS under the
GUIDANCE of the teacher. The objectives should be SMART: Specific, Measurable, Attainable,
Result Oriented, and Time Bound.

Examples:

 WRONG: At the end of the lesson, students will be able to explain the reason why plants
and animals are living things.
 CORRECT: At the end of the lesson, students must have explained the reason why plants
and animals are living things.

B. CONTENT/Subject Matter

It is the TOPIC that will be covered. In selecting content of the lesson or unit, we should
bear in mind the following principles:

 Subject Matter should be RELEVANT to the outcomes of the curriculum. It must be

purposive and clearly focused on the planned learning outcomes.
 Subject matter should be appropriate to the LEVEL of the lesson. It must be progressive,
leading students towards building on previous lesson.
 Subject matter should be up to date and, if possible should reflect current knowledge
and concepts.

C. REFERENCES

The references follow the content. It TELLS where the content or subject matter has been
taken. The reference may be a book, a module, or any publication. It must be the author of the
material and if possible, the publications.

Examples:

 Project Wild (1999) K-12 Activity Guide, Taxonomy of Plants (Forestry), SANTA
MARIA,Ph.D.
 Capellan, Leonilo A. (2010) Horticulture: an Exploratory Course, STAR Publishing Inc.
Quezon City.
  Bilbao, Purita P. and Cortez, Juliana Z. et al. (2012) The Teaching Profession 2 nd Edition,
Atlas Publishing Inc. Manila Philippines.

D. TEACHING and LEARNING METHODS

These are the activities where the learners derive experiences. It is always good to keep in
mind the teaching STRATEGIES that students will experience (lectures, laboratory classes, field
works, dramatization/role playing, etc.) and make them learn.

The Teaching-learning methods should allow cooperation, competition as well as

individualism or independent learning among the students.

 Cooperative learning activities allow students to work together. Students are guided to
learn on their own to find solutions to their problems. The role of the teacher is solely
to GUIDE the learners. DEMOCRATIC process is encouraged, and each one contributes
to the success of learning.
 Independent learning activities allow learners to develop personal responsibility. The
degree of independence to learn how to learn is enhanced. It is appropriate for fast
learners.
 Competitive activities, where students will test their competencies against another in a
healthy manner allow learners to perform to their MAXIMUM. Most successful
individuals in their adult life are competitive, even in early schooling. They mostly
become the survivors in a very competitive world.
 The use of various delivery modes to provide learning experiences is recommended.
Online learning and similar modes are increasingly important in many curricula, but
these need to be planned carefully to be effective.

There are some examples of very simple teaching-learning methods with detailed steps
that you can start using as you begin to teach
A. DIRECT INSTRUCTION (Barak Rosenshine Model)
1. State the ILO (intended Learning Outcomes)
-Begin the lesson with a short statement of objectives (ILO)
2. Review
-Introduce short review of previous learning
3. Present new Materials
- Present materials in small, sequenced manner

4. Explain
- Give clear and detailed instructions and explanations
5. Practice
- Provide active practice for all learners
6. Guide
- Guide learners during initial practice, provide them setwork activities
7. Check for Understanding
- Ask several questions, assess pupils comprehension
8. Provide Feedback
- Provide systematic feedback and corrections
 9. Assess Performance
- Obtain learners success rate of 80% or more during practice session.
10. Review and Test
-Provide for spaced review and testing

B. GUIDED INSTRUCTION (Madeline Hunter Model)

1. Review
-Focus on previous lesson, ask pupils to summarize main points
2. Anticipatory Set
- Focus pupils attention on new lesson, stimulate interest in the new
materials
3. Objective
- State expressly what is to be learned, state rationale (principles) or how it
will be useful.
4. Input
- Identify needed knowledge and skills for learning new lesson, present
materials in sequenced steps.
5. Modeling
- Provide several examples/demonstration throughout the lesson.
6. Check for Understanding
-Monitor pupils work before they become involved in lesson activities,
check to see they understand directions or tasks.
7. Guided Practice
- Periodically ask learners questions and check their answers. Again
monitor the understanding
8. Independent Practice
- Assign independent work or practice when it is reasonably sure that pupils
can work on their own with understanding and minimal frustration.

C. MASTERY LEARNING ( JH Block and Korin Anderson Model)

1. Clarify
- Explain to pupils what they are expected to learn.
2. Inform
- Teach the lesson, relying on the whole group instruction
3. Pretest
- Give a formative quiz on a no fault-basis, pupils can check their own
paper/output.
4. Grouping
-Base on result, divide the class into mastery and non-mastery groups (80% is
considered mastery level)
5. Enrich and Correct
- Give enrichment (improvement) instruction to mastery group. Give corrective
(practice/drill) to non-mastery group.
6. Monitor
- Monitor pupils progress; vary amount of teacher time and support for each
group based on group size and performance.
 7. Posttest
- Give a summary test for non-mastery group
8. Assess Performance
- At least 75% of the pupils should achieve mastery by the summative test

9. Reteach
- If not, repeat procedures; starting with corrective instructions (small group
study; individual tutoring, extra home works, reading materials drill)

D. SYSTEMATIC INSTRUCTION (Thomas Good and Jere Brophy Model)

1. Review
- Review concept and skills related to home work, provide review exercises
2. Development
- Promote learners understanding, provide controlled practice
3. Assess Comprehension
- Ask questions, provide controlled practice.
4. Seatwork
- Provide uninterrupted seatwork, get everyone involved, sustain
momentum
5. Accountability
- Check the learners work/ouputs
6. Homework
- Assign homework regularly, provide review problems
7. Special Reviews
-Provide weekly review to check and further maintain and enhance learning.

THE IMNPORTANCE OF CONDUCIVE TEACHING LEARNING ENVIRONMENT

In the choice of the teaching learning methods, equally important is the teaching-learning
environment. Herewith are suggested CRITERIA in the provision of environment or learning
atmosphere in designing a curriculum (lesson planning):

1. ADEQUACY - This refers to the actual learning space; the classroom.Is the classroom large
enough for learners mobility for class interaction and collaborative work? What about the
ventilation, the lighting facility, chairs and table, the chalkboard, the multi-media devices for
the use of the cyberspace?

2. SUITABILITY- This relates to planned activities. Suitability should consider chronological

and developmental ages of the learners. Also to be considered will be the socio-cultural,
economic status of the families, and even religious background of every learners.

3. EFFICIENCY- This refers to operational and instructional effectiveness.

4. ECONOMY- This refers to cost effectiveness. How much is needed to proved instructional
materials? The teaching devices? The modules?
 E. ASSESSMENT or EVALUATION

Learning occurs most effectively when students received FEEDBACK, when they receive
information on what they have already learned. Assessment may be FORMATIVE (providing
feedback to help the learner learn more); or SUMMATIVE (expressing a judgment on the
learner’s achievement by reference to stated criteria)

The three (3) main forms of ASSESSMENT are:

 SELF ASSESSMENT- the students learn to monitor and evaluate their own learning. This
should be significant element in the curriculum because we aim to produce graduates
who are appropriately reflective and self-critical.
 PEER ASSESSMENT-the 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 suggests that students can learn to judge each other’s work as reliably
as staff.
 TEACHER ASSESSMENT-the teacher prepares and administers TEST and gives feedback
on the student’s performance.

LEONILO A. CAPELLAN
LSPU 2022