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Learning Module 03
Phases and Process of
Curriculum
Development
Course Packet 01
Curriculum Planning
Curriculum Design and
Organization
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Course Code : PRED1313
Learning Module Code : LM03-PRED1313
Course Packet Code : LM03- PRED1313-01
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Course Packet 01
Across the world, the term curriculum is used in several different ways.
In some countries, ‘curriculum’ has a holistic meaning encompassing not only subjects, but
also the connections between subjects, teaching methods and all aspects of schooling that define the
learner’s experience. (Cambridge International, 2020)
The curriculum establishes the foundation of what students are expected to know, do and
understand through their educational experiences. Teachers apply learning standards to engage
students in flexible and relevant learning experiences that encourage them to pursue their passions
while building a sense of personal identity. (surreylearningbydesign, 2020)
These are the reasons why curriculum planning, designing and organizing are important
activities to help ensure that all students experience a quality education appropriate to their needs in a
changing world.
Curriculum planning is a complex process where faculty define intended learning outcomes,
assessments, content and pedagogic requirements necessary for student’s success across an entire
curriculum. (Simon Fraser University, 2020)
That is why, 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. (surreylearningbydesign, 2020)
Objectives
After going through this course packet you will be able to:
demonstrate knowledge of curriculum planning, design and organization;
prepare developmentally sequenced instructional components with well-aligned learning
outcomes and competencies based on curriculum requirements; and
highlight the importance of planning, designing and organizing in the implementation,
evaluation and improvement of curriculum
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Reminders to each section of classes, kindly join on the following Google Classroom link
below:
_________ – _________
_________ – _________
_________ – _________ AnnexesA
You are also encouraged to download the materials before the class will start. In case you have
queries regarding the modules you may send a message via text messaging, messenger or email, those
mode of communications are made available as presented to you at the course overview (page ___).
Duration
Topic 01: Curriculum Planning = 3 hours
(2 hours and 15 minutes self-directed
learning with practical exercises and 45
minutes assessment)
Topic 02: Curriculum Design and Organization = 6 hours
(5 hours self-directed learning with practical
exercises and 1 hour assessment)
Delivery Mode
The learning mode of this course pocket 01 will be needing online and offline (synchronous
and asynchronous). Synchronous and asynchronous will be determined in your Learning Activity
Calendar attached in this course.
Assessment with Rubrics
To be able to assess your performance for this course packet, the table below shows how to
evaluate your activity work.
Use of Use specific and Use relevant Use examples from Use incomplete or No examples
textual convincing examples examples from the the text to support vaguely developed from the text are
from the texts studied texts studied to most claims in your examples to only used and claims
evidence and
to support claims in support claims in writing with some partially support made in your
historical
your own writing, your own writing, connections made claims with no own writing are
context making insightful and making applicable between texts. connections made unsupported
applicable connections connections between texts and irrelevant to
between texts. between texts. the topic at
hand.
Language use Use stylistically Use language that Use basic but Use language that Use language
sophisticated is fluent and appropriate is vague or that is
language that is original, with language, with a imprecise for the unsuitable for
precise and engaging, evident a sense of basic sense of voice, audience or the audience
with notable sense of voice, awareness of some awareness of purpose, with little and purpose,
voice, awareness of audience and audience and sense of voice, and with little or no
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audience and purpose, purpose, and the purpose and some a limited awareness awareness of
and varied sentence ability to vary attempt to vary of how to vary sentence
structure. sentence structure sentence structure. sentence structure. structure
TOTAL:
Source: https://studylib.net/doc/25255677/written-reflection-rubric
Requirement with Rubrics
One of the Intended Learning Outcomes of this course packet is for students to • highlight the
importance of planning, designing and organizing in the implementation, evaluation and improvement
of curriculum. So students will be required to write a reflective essay guided by the rubrics given
above.
Readings
The readings for this course packet that you must make all efforts to read is indicated below
(click the link). These can be accessed through internet using your computer, cellular phone or tablet.
The reference below is a source of information that you may read during your idle time.
http://egyankosh.ac.in/bitstream/123456789/42023/1/Unit-2.pdf
https://www.teaching-learning.utas.edu.au/ilo/writing
Bilbao, Purita P., et.al (2015). Curriculum Development for Teachers. Lorimar Pub.
Major Components of the Learning Module
Curriculum Planning
Curriculum Design and Organization
Introduction
Curriculum is the sum total of skills and concepts that students learn, explicitly as well as
implicitly. It is important that curriculum should be planned, designed and organized so as to ensure
the improvement of student learning.
Lesson Proper
Review
Directions: Enumerate at least five concepts/ ideas that you can still remember from your previous
module. How do you think can that be related to the content of this module?
________________________________________________________________________________
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Activity
AnnexesA
Let us start this Course Packet by sharing your input to this chart:
K (What I KNOW) W (What I WANT to know) L (What I Learned)
(You may tell something about your (You may tell something about (Ooopps…You may answer this
prior knowledge) what you want to learn, either in after you finished studying this
statement or question form) course packet. Tell whether you
found an answer to your
question/s in the W column or
state your additional learning/s)
Curriculum
Curriculum Planning
Processing of activity
You may share your answer to the class during our synchronous meeting and brainstorm on
the words, terms, or phrases you associated with the topic. Read the lesson proper to enhance your
knowledge about the topic. After doing so, you may now fill out the column L (what I learned) of the
KWL Chart.
Lesson Proper
Key Points:
Curriculum Planning
Curriculum is the sum
total of skills and
Curriculum planning is concepts that students
a complex activity involving the interplay of ideas from the learn, explicitly as well
curriculum field and other related disciplines. However, the ultimate as implicitly. Losing
purpose of curriculum planning is to describe the learning track of the big picture
of a curriculum plan is
opportunities available to students.
totally understandable,
but at the same time,
Thus curriculum planning is ultimately
having an overarching
concerned with the experiences of learners. plan is an important
way to make sure you 5
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matters most in a
particular unit of study.
(Stearns, 2020)
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Therefore curriculum planning involves decisions about both content and process.
Further, within the areas of curriculum and instruction, there are many specific issues and topics that
may be subject to curriculum planning. Such areas might include identifying curriculum approaches
that might be used, carrying out a programme, evaluating it or deciding about the need for new
programmes etc.
Besides, it concerns itself with various teaching/learning situations. It should be noted that
curriculum planning typically involves decisions about some combinations of areas and issues since it
is difficult to consider any one of these in isolation.
Popular thinking in the early 1900’s was that curriculum planning was the prerogative of a few
scholars and the teacher’s role was to implement what has been planned. Due to of advances I thinking,
it is now considered that curriculum planning is not the sole responsibility or privilege of any one
group. It is, in essence, a product of team-work.
Curriculum planning thus involves many groups of people and levels of operation
and is a continuous process.
Now, if we put together what is presented in the above boxes, we shall arrive at a working definition of
the term ‘curriculum planning’. We can define the term ‘curriculum planning’ as a continuous
process in which participants contribute at various levels towards making decisions about:
the purposes of learning
how that purpose might be carried out through teaching –
learning situations Key Points:
whether the purpose identified and the means selected are
The planning phase
both appropriate and effective.
lays the foundation for
Source: (Indira Gandhi National Open University, August) all of the curriculum
development steps.
The steps in this phase
Steps in Curriculum Planning include:
1. Identify Issue/
Problem/ Need
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2. Form Curriculum
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Development Team
3. Conduct Needs
Assessment and
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The planning phase lays the foundation for all of the curriculum development steps. The steps in this
phase include:
1. Identify Issue/Problem/Need
The need for curriculum development usually emerges from a concern about a major issue or problem
of one or more target audience. This section explores some of the questions that need to be addressed to
define the issue and to develop a statement that will guide the selection of the members of a curriculum
development team. The issue statement also serves to broadly identify, the scope (what will be
included) of the curriculum content.
Once the nature and scope of the issue has been broadly defined, the members of the curriculum
development team can be selected. Topics covered in this section include: (1) the roles and functions of
team members, (2) a process for selecting members of the curriculum development team, and (3)
principles of collaboration and teamwork. The goal is to obtain expertise for the areas included in the
scope of the curriculum content among the team members and develop an effective team.
There are two phases in the needs assessment process. The first is procedures for conducting a needs
assessment. A number of techniques are aimed toward learning what is needed and by whom relative
to the identified issue. Techniques covered in this section include: KAP - Knowledge, Attitude, and
Practice Survey; focus groups; and environmental scanning.
Analysis, the second part of this needs assessment step, describes techniques on how to use the data
and the results of the information gathered. Included are: ways to identify gaps between knowledge and
practice; trends emerging from the data; a process to prioritize needs; and identification of the
characteristics of the target audience. ( El Sawi, Ph.D., 2020)
As with most aspects of education, there is some debate about what formula to follow in order to
achieve particular educational goals. Although there are numerous models, from which to choose, most
of them can be classified as either a ‘technical model’ or ‘non-technical model’.
A word of caution
Before we proceed any further in discussing these two models, we should clarify here
that we do not imply any prerogative sense when we use the terms ‘technical’ and
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Learning‘non-technical’. We use and
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mean two contrastive postures. For instance,
Curriculum
persons who believe in some subject matter curriculum design usually advocate the
technical approach to curriculum planning. Those who favor a learner-centered
design prefer the non-technical approach. Problem-centered designs can fall within
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AnnexesA
Having said this, we shall take up the two models for detailed study.
Key Points:
Technical Models
Models of Curriculum
Planning:
Those who advocate the technical models look at curriculum planning A.Technical Models:
as a plan for structuring the environment to coordinate in an orderly 1. The Tyler Model
manner the elements of time, space, material, equipment and 2. The Taba Model
personnel. The implications are that they do not regard the technical 3. The Saylor and
Alexander Model
models as vehicles for dehumanizing education, but rather a means of
4. The Goodlad
planning curricula to optimize students learning and to allow them to Model
increase their output, including their humanness. 5. The Hunkins Model
6. The Miller and
Thus, technical models enable us to comprehend curriculum from a Seller Model
macro viewpoint, i.e., a complex unity of parts organized to serve a
common function—the education of individuals. B.Non-Technical
Models
1. Open Classroom
To elaborate on this theme we shall talk about the following models: Model
A. The Tyler model 2. Weinstein and
B. The Taba model Fantini Model
C. The Saylor and Alexander model 3. Interpersonal
D. The Goodlad model Model
E. The Hunkins model
F. The Miller and Seller model
Let us take up each one of them in the given order for our discussion.
Ralph Tyler (1949) argues that those who are involved in curriculum inquiry should try to define the
purposes of education
educational experiences related to the purposes
organization of experiences
evaluation of the purposes
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A look at the figure on the previous page should tell us that to identify the purposes we need to gather
data from three sources, namely society, students and subject matter. As the purposes will be general
in nature, we need to translate them into precise instructional objectives.
Tyler makes a provision for this purpose in his model on the bases of educational philosophy and the
psychology of learning. By filtering the general purposes through these two screens as the figure
suggests, we can refine them to specific instructional objectives. Once we have identified the objectives,
we shall take up the task of selecting the requisite learning experiences, i.e. those which suit the
objectives. The selection of learning experiences depends to a great extent on the previous experience
and the perceptions that the learner brings to a situation. The identified content-mass has to be
chiseled and tailored in such a way as to reach the intended target group in an organized and a
sequential pattern in order to effect the required learning. Tyler’s last principle deals with evaluating
the effectiveness of planning and actions. It gives us feedback as to whether or not we have achieved the
intended goals. As the figure suggests all the four basic principles are interdependent.
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5.
achievement and interest areas.
Selection of learner-activities: Depending on the content
selected and its sequence we should introduce appropriate
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instructional methodologies that will help the students involve
themselves with the content.
6. Organization of the learning activities: The learning experiences are organized to allow
continuity of learning. Each activity is pre-requisite to those that follows. This provides the
students with a challenge without going beyond what the students are capable of.
7. Evaluation: The purpose of evaluation is to determine how much of the objectives could be
achieved. The evaluation procedures need to be considered by the students and teachers.
You might have noticed here that the elements in the grassroots model of Taba are identical with those
of Tyler’s. The emphasis however in the former is that curriculum framing should adopt participatory
management rather than a top-down one. Though Taba’s model has much merit, some maintain that
its primary weakness is that
it applies the concept of participatory democracy to a highly technical and specialized process;
and
it assumes expertise such extensive curricular activity on the part of the teachers in.
However, we do need to recognize that the grassroots approach has made it abundantly clear that a
broad base of involvement is essential for curriculum decision making.
Though the figure by itself is suggestive of the stages involved in curriculum planning, a word about
each of the stages is in place here.
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Goal setting: There are four major curriculum domains that should receive attention: personal
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development, human relations, continued learning skills and specialization. Each of the goals identified
should depict a curriculum domain.
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Curriculum design: Here we have to take a decision on the content, its organization and appropriate
learning opportunities for the content selected. Moreover, at this stage we decide whether the
curriculum be designed to emphasize the academic disciplines, the learner needs or the needs of the
society.
Curriculum Implementation: Once we design the curriculum and develop it for implementation, the
teachers. Select various methods and materials to suit their learners. In a distance education context,
mostly the learners themselves decide on the methods.
Curriculum evaluation: This is the final stage in the model. At this stage, the curriculum planners
and teachers choose from the available evaluation techniques, those that will furnish an accurate
picture of the value and success of the curriculum and its delivery. Evaluation should focus on the
curriculum plan, the quality of the instruction and the learning behaviors of the students. Through
such comprehensive evaluation we determine whether to retain a programme, modify it or discard it.
(Please see the feedback loop in the figure).
In this model of John Goodlad, all educational aims are drawn from the analysis of the values of the
existing culture. These educational aims are then translated into educational objectives stated in
behavioral terms. Obviously, the objectives identified suggest learning opportunities. According to this
model, curriculum planners deduce specific educational objectives from the general educational
objectives identified and the learning opportunities suggested. Specific objectives help the planner in
selecting organizing centers, i.e., specific learning opportunities set up for identifiable students or for a
particular student.
Key Points:
E. The Hunkins Model
Technical Models
Francis Hunkins Model has the following seven major stages:
1. curriculum conceptualization and legitimization The Goodlad Model
2. diagnosis According to this model,
3. content selection curriculum planners deduce
4. experience selection specific educational
objectives from the general
5. implementation educational objectives
6. evaluation identified and the learning
opportunities suggested.
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7. maintenance
A diagrammatic representation of the model is given in the figure
AnnexesA
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If you noticed, in this model there are a few elements which are missing in the other models.
Except in Goodlad’s model, the rest do not have the feedback and adjustment loop. And even in
Goodlad’s model the loop is of a primitive nature. But in this model it has gained importance. It allows
those working with the model to continually adjust their decision making about curricular action,
depending on the situation. For instance, supposing the designers are at the stage of content selection
and find that there is a lack of resources, they can return to the curriculum diagnosis stage to modify
the objectives selected. Or they can even go back to the beginning stage and rethink the curriculum in
the light of the new information. It allows the process of curriculum decision-making to be ‘spiral’
rather than ‘linear’.
And the other distinguishing feature of this model is the incorporation of the stage at which
conceptualization and legitimization of curriculum takes place. It is possible that people engage in the
curriculum development process without considering what their philosophical orientations are.
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The activities at the rest of the stages are by and large similar to those of the stages in the other models.
It introduces the notion that the various models of curriculum development exhibit at least the
following (three orientations towards the purpose of curriculum):
Orientation of transmission position: The curriculum can emphasize that the education
should transmit facts, skills and values to students. The stress is on mastery of competencies
and carrying on the culture.
Orientation of transaction position: An individual should be perceived as a rational being and
thought to be capable of intelligent action. We can therefore, view education as a dialogic
process between the student and the curriculum.
Orientation of transformation position: It centers on personal and social change. Here, as you
may recall, there are those who have an inclination towards humanistic approach in
curriculum planning, those who approve of personal attitudes, etc., and social changes
influencing curriculum.
We shall present this model in a diagrammatic form as shown in the figure on the next page.
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The figure clearly shows that it has all the features of the ‘technical model’ of curriculum planning, in
spite of the fact that it advocates orientation to transformation.
Key Points:
The stages presented in the figure are rather self-evident. The
orientation stage deals with considering one’s philosophy and, one’s Non-Technical Models
view of society. From this orientation, we determine the aims, goals Open Classroom Model:
and objectives to be addressed. You may have noticed here that the It suggests that students
content of the curriculum which normally follows the objective setting learn by participating in tasks
and by actively moving
stage in the other models seems to have been ignored. Here, one goes
around the room and not by
from objectives to experiences and teaching methods. The passively listening to the
implementation stage that follows refers to incorporating the teachers.
curriculum into the teacher’s repertoire of behavior. At the evaluation
stage, one assesses the effectiveness of the curriculum. The Weinstein and Fantini
Model
Through this model, teachers
Note: It is not as though there are only these models are available
can generate new content
under the technical models. There are in fact a few more but all of and techniques to assess the
them are incomplete by themselves. We should also understand that it relevance of the existing
is not possible for every model to show every detail and every nuance curriculum, content and
of the curriculum planning process. We should furthermore realize techniques.
that even though the models that we have talked about are inclined to
Stages:
the subject-centered curriculum designs, they can, in fact, be 1. identify the learner-group
employed to develop a curriculum for any and all of the curriculum 2. Identifying the teaching
designs. procedures
Having looked into the technical models, let us now take up the non- The message of this model,
seems to be to foster self-
technical models.
control of one’s educational
experience.
Non-Technical Models
Interpersonal Relations Model
Let us start with a word of caution. Here, we are not suggesting that Cart Rogers’ model is used
the non-technical models are unsystematic by comparison. Rather, for exploring group
these models take up issues with some of the key assumptions experiences which can be
used for improving the
underlying the technical approach and questioning some of the attitudes, behaviors and
consequences that result from utilizing this approach to curriculum personal relations of
development. students, parents, community
member and so on.
In this, we shall be talking about the following three models in the given order:
A. Open Classroom Model
B. Weinstein and Fantini Model
A. Interpersonal Relations Model
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Much discussion favoring a non-technical approach to curriculum appeared during the early 1970s in
what has come to be known as the open-classroom or open-school movement.
AnnexesA
It is based on an activity-based curriculum in which the activities are treated as ends in themselves. To
a certain degree, those who favor the activity curriculum are averse to making in advance any plan
that might stifle the development and learning of the students. It, thus, suggests that students learn by
participating in tasks and by actively moving around the room and not by passively listening to the
teachers.
In essence, this model places great faith in students and encourages learner autonomy.
Although some persons believe in such non-planning of the curriculum, most of them advance some
consistent ways of creating a programme. They present, for example, stages of actions that need to be
considered systematically.
B. The Weinstein and Fantini Model (Gerald Weinstein & Mario D. Fantini)
Through this model, teachers can generate new content and techniques to assess the relevance of the
existing curriculum, content and techniques. Weinstein and Fantini note that it is a way of linking
sociological factors with cognition so that the learners can cope with their concerns.
According to this model the first step in the curriculum planning activity is to identify the learner-
group. By implication, this model gives importance to learner-concerns, that determine the:
content and its organisation; and
teaching procedures to be employed
Since concerns are deeper and more persistent than interests, they give the curriculum some
consistency over a period of time. The nature of content organization contributes in sustaining the
motivation of the students. All content, in fact, is organized into the following three divisions:
content gained from experiences one has as a growing person here the content addresses
student identity, power, belonging and connection
content relating to the learners’ feelings about his or her experiences for instance, one’s
feelings about one’s friends, about sports and social activities need to find a place in the
curriculum
content that the student gets/obtains from the social environment in which he or she lives
The types of content selected obviously influence the types of skills selected as well. Identifying the
teaching procedures is the next major stage in this model. The necessary procedures are those that
will address the learning styles of individuals and that will also have the greatest impact on their
affective dimensions. The message of this model, therefore, seems to be to foster self-control of one’s
educational experience.
Cart Rogers is not a curriculum specialist, but he has developed a model for changing human
behaviour, which can be used for curriculum development. His emphasis is on human experiences and
not on content or learning activities. Rogers’ model is used for exploring group experiences, whereby
people examine themselves and others through peer group discussion etc. With the aid of a trained
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facilitator each participant in the group is encouraged to put aside his/her own defenses, to
communicate honestly and to explore his/her own feelings and those of others. So the model is called
‘interpersonal’ relations model.
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Rogers’ model can be used for improving the attitudes, behaviors and personal relations of students,
parents, community member and so on. It can be used not only among peers, but also to effect
relations between members of different status-roles such as a curriculum committee consisting of board
members, community members, parents, administrators, teachers and students. In this manner,
members of the curriculum committee can learn to understand themselves and others better, and to
become more flexible and willing to work for constructive changes.
As we have mentioned earlier, the danger in noting that one set of approaches is systematic or rational
is the implication that the other is systematic or non-rational. However, we do not intend any such
nonimplication here.
Source: (Indira Gandhi National Open University, Curriculum Planning, 2014)
Curriculum design is a term used to describe the purposeful, deliberate, and systematic organization
of curriculum (instructional blocks) within a class or 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,
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Curriculum design focuses on the creation of the overall course blueprint, mapping content to
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learning objectives, including how to develop a course outline and build the course. Each learning
objective is met with assessment strategies, exercises, content, subject matter analysis, and interactive
activities. (Ryan, 2020)
Key Points:
Virgil Herrick, a Curriculum Theorist defined Curriculum Design as
a statement of the pattern of relationships which exist among the Curriculum Design is a way
elements of curriculum as they are used to make one consistent set of for teachers to plan
decisions about the nature of the curriculum of the child. (Khlor, instruction.
2020)
Types of Curriculum Design
In contrast, learner-centered curriculum design takes each individual's needs, interests, and goals into
consideration. In other words, it acknowledges that students are not uniform and adjust to those
student needs. Learner-centered curriculum design is meant to empower learners and allow them to
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opportunity to choose assignments, learning experiences or activities. This can motivate students and
help them stay engaged in the material that they are learning.
The drawback to this form of curriculum design is that it is labor-intensive. Developing differentiated
instruction puts pressure on the teacher to create instruction and/or find materials that are conducive
to each student's learning needs. Teachers may not have the time or may lack the experience or skills to
create such a plan. Learner-centered curriculum design also requires that teachers balance student
wants and interests with student needs and required outcomes, which is not an easy balance to obtain.
Problem-centered curriculum design increases the relevance of the curriculum and allows students to
be creative and innovate as they are learning. The drawback to this form of curriculum design is that it
does not always take learning styles into consideration. (Schweitzer, 2019)
Elements of Designing
There are many labels or names for curriculum design. Some would call it a syllabus, or a lesson plan.
Some would call it a unit plan or a course design. Whatever is the name, the common components for
all of them are almost the same. However, some schools, institutions or departments may add other
minor parts or trimmings to the design.
For most curricula, the major elements are answers to the following questions:
1. What learning outcomes need to be achieved? (Intended Learning Outcome –ILO)
2. What content should be included to achieve the learning outcomes? (Subject Matter)
3. What learning experiences and resources shall be employed? (Teaching-Learning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of Achieved Learning
Outcomes)
Let us take the Lesson Plan as a miniscule curriculum since it includes the following:
1. Intended Learning Outcomes (ILO) or the Desired Learning Outcomes (DLO) which was
formerly labelled as Behavioral Objectives
2. Subject Matter or Content
3. Teaching and Learning Methods
4. Assessment/Evaluation
Source: (Bilbao, Lucido, Iringan, & Javier, 2008)
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(Pinterest, 2020)
Step 1: Purpose
The first step in developing learning outcomes for a unit of study is to identify the purpose of the unit.
This can be done by considering and answering the following questions:
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What specific intellectual and practical skills will a student leave the unit with that they
lacked when they started?
What will every student who passes this unit know, understand and be able to do?
Step 2: Content
In developing each intended learning outcome for a unit, it is recommended that you start by defining
the content that the student will learn within the unit, and which is defined within the purposes
previously identified. When more than one of the identified purposes contain the same content, it is
appropriate to merge these into a single ILO.
Step 3: Verb
Once the content has been defined, consider the level of cognitive activity with which the student will
be expected to engage. That is, what level of thinking do you want students to be using in relation to
the content? In an intended learning outcome, this level of cognitive engagement can be expressed
with a verb. This identifies what the student is expected to do with the content. To help you in
selecting an appropriate verb that communicates the cognitive level, you might use a taxonomy of
learning behavior. Two of these which are particularly helpful in considering levels of cognition are the
Benjamin Bloom's revised taxonomy (Anderson, Krathwohl, & Bloom, 2001) and Andrew Churches’
(2007) Bloom’s Digital Taxonomy. In considering the levels for the Affective and Psychomotor
domains, it is helpful to learn about Krathwohl’s and Harrow’s Taxonomy. Other factors which affect
the best choice of verb include the location of the unit in the course, and whether the knowledge is
declarative or functional.
Source: (University of Tasmania, 2020)
Beginning in 1948, a group of educators undertook the task of classifying education goals and
objectives. The intent was to develop a classification system for three domains: the cognitive, the
affective, and the psychomotor. (Huitt, 2020)
In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David
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In 2001, Lorin Anderson and collaborators published a revised version: A Taxonomy for Learning,
Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Anderson was a
student of Bloom’s. One of Anderson’s collaborators, David Krathwohl, worked with Bloom on the
original taxonomy. Among the reasons for the update was inclusion of new understanding of learning
and new
methods of
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For example, for the top of the revised taxonomy, creating, learners
might:
Develop a script for a video
Construct an eBook
Develop a podcast
Details support digital literacy
Bloom’s Digital Taxonomy isn’t about the tools or technologies rather it is about using these to
facilitate learning. Outcomes on rubrics are measured by competence of use and most importantly the
quality of the process or product. For example. Bookmarking a resource is of no value if the resource is
inappropriate, invalid, out of date or inaccurate. “Bloom’s Digital Taxonomy lends itself to problem
and project based learning where the student must work through the entire process of development and
evaluation. The 21st Century Fluency Project’s 6D model for Solution Fluency is an excellent example
of how to work through the project or problem based learning framework”. (Making Thinking Visible
with Technology, 2020)
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Source:
(Making
Thinking
Visible with
Technology, 2020)
Digital literacy is critical in today’s world, so we don’t use technology just to use it but to develop the
skills to live and work successfully. Although we may map a tool to a specific level of the hierarchy, we
can certainly use tools at more than one cognitive level. (Shank, 2013)
David Reading Krathwohl gave many contributions to Bloom's Taxonomy. Krathwohl helped to
reorganize and highlight the interactions between two dimensions: cognitive processes and knowledge
content. He is considered as the primary author of the Affective Domain which was first described in
1964.
The affective domain describes learning objectives that emphasize a feeling tone, an emotion, or a
degree of acceptance or rejection. Affective objectives vary from simple attention to selected phenomena
to complex but internally consistent qualities of character and conscience.
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If we are striving to apply the continuum of Krathwohl et al. to our teaching, then we are encouraging
students to not just receive information at the bottom of the affective hierarchy. We'd like for them to
AnnexesA
respond to what they learn, to value it, to organize it and maybe even to characterize themselves as
science students, teachers, engineers or scientists. (Kirk & Teach the Earth, 2020), (Wikipedia,
2020)
Taxonomies of Learning
Harrow’s Taxonomy (Psychomotor Domain) Behavior
In examining the three domains of learning it is interesting to note Affective Domain
that while the cognitive taxonomy was described in 1956, and the In 1964, David Reading
affective in 1964, the psychomotor domain was not fully described Krathwohl is considered as
the primary author of the
until the1970s. (Wilson, Ed. D., 2020)
Affective Domain which
describes learning objectives
Anita Harrow’s taxonomy (1972) is focused on the development of that emphasize a feeling
physical fitness, dexterity, agility and body control to achieve a high tone, an emotion, or a degree
level of expertise. Harrow’s taxonomy is organized according to the of acceptance or rejection.
degree of coordination including involuntary responses and learned
Psychomotor Domain
capabilities. It starts with simple reflexes and goes to complex highly
In 1972, Anita Harrow’s
expressive movements requiring coordination and precision. (The taxonomy is focused on the
Peak Performance Center, 2020) development of physical
fitness, dexterity, agility and
body control to achieve24 a high
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Step 4: Context
When selecting the appropriate context, it is important to consider the place the unit occupies within
the course structure, and its contribution to student development towards CLOs, just as when
selecting verbs. It may be one or the other of these two elements of an ILO that defines and
communicates the complexity of the knowledge, skill or understanding required by students at this
point of the course. Mapping to CLOs will assist in identifying the most suitable context, as will
discussing with colleagues the contexts of the ILOs in other units offered at a similar point in the
course.
Source: (University of Tasmania, 2020)
Step 5: Clarity
To ensure that the ILO is well-written, the final step is to put the three elements together, and ensure
that the whole makes sense - not to you as an expert, but to your students, who are novices in the area.
This means that you will need to remove any jargon or discipline specific language, and replace them
with plain language.
Source: (University of Tasmania, 2020)
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Aldinger, Cynthia (2015). Life is the Curriculum. Create Space Independent Pub.
Bilbao, Purita P., et.al (2015). Curriculum Development for Teachers. Lorimar Pub.
http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196510_klohr.pdf
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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 suggests 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.
Assessments may be formative (providing feedback to help the students learn more) or summative
(expressing a judgment on the student’s achievement by reference to stated criteria). Many assessment
tasks involve an element of both e.g. an assignment that is marked and returned to the student with
detailed comments.
Summative assessment usually involves the allocation of marks or grades. This helps the teacher make
decisions about the progress of performance of the students.
Students usually learn more by understanding the strengths and weaknesses of their work than by
knowing the mark or grade given to it. For this reason, summative assessment tasks (including unseen
examinations) should include an element of formative feedback, if possible. (Bilbao, Lucido, Iringan,
& Javier, 2008)
Generalization.
Curriculum Planning is the process of structuring academic experiences, using expertise knowledge of
the teacher that will bring focus to teaching and will make easier to figure out what activities, projects
and lessons are needed to be done each day. It is the activity which teachers get involved in before the
actual implementation. There are several steps to follow when conducting curriculum planning. There
are also Curriculum Models to choose from which will serve as the framework of the curriculum.
Part of the planning is the decision about Curriculum design, which is a complex activity both
conceptually and in its implementation. Curriculum design must be carefully considered so that the
curriculum will impart essential concepts, attitudes, and skills. Educators may choose from subject-,
learner-, and problem-centered designs, each of which has a history and is associated with a particular
philosophy. Many schools blend these designs to address the particular needs of students and
communities. (Ornstein & Hunkins, 2009)
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Activity Sheet
Enhancement Activity AnnexesA
Name: ____________________________________________ Score: __________________
Year & Section: ____________________________ _______ Date: __________________
Below is a list of important instructional components. Choose at least five (5) specific learning
competencies from K to 12 Science curriculum in any level. Refer to the official website of DepEd for
the complete content of the science curriculum or you can click this link:
https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-
equipment_revised.pdf . Suggest appropriate teaching strategies, learning activities and assessment
tasks that will achieve the desired outcomes. (You may use extra sheets for your answer)
Adapted from: (Bunga, MAEd, Pilariza, Ed.D, & Serrano, Ed.D, 2016)
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Assessment
Name: ____________________________________________
Year & Section: ____________________________ _______
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Score: __________________
Date: __________________
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__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
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Assignment
Name: ____________________________________________
Year & Section: ____________________________________
AnnexesA
Score: __________________
Date: __________________
Take time to read about curriculum implementation using the given links below then be able to
formulate five questions for each about the things you wanted to still learn
Curriculum Implementation:
http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/curriculum-
implementation
Models of Implementation:
http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-4.pdf
Change Process:
http://egyankosh.ac.in/bitstream/123456789/42535/1/Unit-4.pdf
Stakeholders in Curriculum Implementation:
https://www.academia.edu/38462998/Stakeholders_in_Curriculum_Implementation
https://www.franchiseindia.com/education/how-important-are-stakeholders-in-education-
system
Curriculum Implementation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Models of Implementation:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Change Process:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Institutionalization:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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___________________________________________________________________________________
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References AnnexesA
(n.d.). Retrieved from
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Cx2g
Armstrong, P. (2020, July 4). Center for Teaching: Bloom’s Taxonomy. Retrieved from
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Bilbao, E. P., Lucido, P. P., Iringan, P. T., & Javier, P. R. (2008). Curriculum development.
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EDGE, O. o. (2020, July 3). What are Intended Learning Outcomes (ILO's)? Retrieved from
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%20Learning%20Outcomes%20are%3A%20Statements,to%20observable%20and
%20assessable%20behaviour
Heick, T. (2019, November 29). 12 Curriculum Planning Tips For Any Grade Level Or Content
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change/
Huitt, W. (2020, July 3). Educational Psychology Interactive: Bloom et al.'s Taxonomy of the
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Indira Gandhi National Open University. (2014, August). Curriculum Planning. Retrieved
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Indira Gandhi National Open University. (August, 2014
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Khlor, P. R. (2020, July 3). Use of the Design Element in Curriculum Change. Retrieved from
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Kirk, S. K., & Teach the Earth. (2020, July 3). What is the Affective Domain anyway? Retrieved
from serc.carleton.edu:
https://serc.carleton.edu/NAGTWorkshops/affective/intro.html
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Lease, PhD, L. (2018, August 23). Krathwohl and Bloom’s Affective Taxonomy. Retrieved from
lynnleasephd.com: https://lynnleasephd.com/2018/08/23/krathwohl-and-blooms-
affective-taxonomy/
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Making Thinking Visible with Technology. (2020, July 3). Bloom’s Digital Taxonomy. Retrieved
from mtvt.org: https://www.mtvt.org/resources/blooms-digital-taxonomy/
Ornstein, A., & Hunkins, F. (2009). Curriculum Design. In Curriculum: Foundations, Principles
and Issues (5th Ed). Retrieved from talkcurriculum.files.wordpress.com:
https://talkcurriculum.files.wordpress.com/2014/09/ornstein-a-hunkins-f-2009-
curriculum-design1.pdf
Pinterest. (2020, July 3). Goal Setting - Growth Mindset & SMART Goals. Retrieved from
pinterest.ph: https://www.pinterest.ph/pin/561331541051108786/
Pradhan, R. (2020, April 28). Application of Bloom’s Taxonomy in E-Learning. Retrieved from
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https://en.wikipedia.org/wiki/David_Krathwohl
Wilson, Ed. D., L. (2020, July 4). The Second Principle: Three Domains of Learning – Cognitive,
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%20are%20more%20complex
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