There are some examples of very simple teacher-learning methods with detailed steps that you can start

using as you begin teaching.

A. DIRECT INSTRUCTIONS: BARAK ROSENSHINE MODEL (in Ornstein and Hunkins, 2018)

1. STATE LEARNING OBJECTIVES/OUTCOMES- Begin lesson with a short statement of objective or

desired lesson learning outcomes.

2. REVIEW- Introduce short review or previous prerequisite learning.

3. PRESENT NEW MATERIALS- Present materials in small, sequenced manner

4. EXPLAIN- Give clear and detailed instructions and explanation.

5. PRACTICE- Provide active practice for all student.

6. GUIDE- Guide students during initial practice; or provide seatworks activities.

7. CHECK FOR UNDERSTANDING- Ask several questions, assess students comprehension.

8. PROVIDE FEEDBACK- Provide systematic feedback and correction.

9. ASSESS PERFORMANCE - Obtain student success rate of 80% or more during practice session.

10. REVIEW AND TEST- Provide for spaced review and testing.

B. Guided Instructions: Madeline Hunter Model ( in Ornstein & Hunkins, 2018 )

1. REVIEW- Focus on previous lesson, ask students to summarize main points.

2. ANTICIPATORY SET- Focus student's attention on new lesson, stimulate interest in the new materials.

3. OBJECTIVE- State explicitly what is to be learned; state rationale or how it be useful.

4. INPUT- Identify needed knowledge and skills for learning new lesson; present materials in sequenced
steps.

5. MODELING- Provide several examples or demonstrations throughout the lesson.

6. CHECK FOR UNDERSTANDING- Monitor student's work before they become involved in lesson
activities, check to see they understand directions or tasks.

7. GUIDED PRACTICE- Periodically ask students questions and check their answers, again monitor their
understanding.

8. INDEPENDENT PRACTICE- assign independent work or practice when it is reasonably sure that
students can work on their own with understanding and minimal frustration.

C. Mastery Learnings: JH Block and Lorin Anderson Model ( in Ornstein and Hunkins, 2018 )
1. CLARIFY- Explain to students what they are expected to learn.

2. INFORM- Teach the lesson, relying on the whole group instructions.

3. PRETEST- Give a formative quiz on a no-fault basis, students cam check their own paper.

4. GROUP- Based on results, divide the class into mastery and non-mastery groups (80% is considered
mastery ).

5. ENRICH AND CORRECT- Give enrichment instructions to mastery group. Give corrective (practice/drill)
to non-mastery group.

6. MONITOR- Monitor student 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- Atleast 75% of the students should achieve mastery by the summative test.

9. RETEACH- If not, repeat procedures; starting with corrective instructions ( small study groups,
individual tutoring, alternative instructional materials, extra homework, reading materials, practice and
drill.

D. Sytematic Instructions: Thomas Good and Jere Brophy ( in Ornstein and Hunkins, 2018)

1. REVIEW- Review concepts ans skills related to homework, provide review exercises.

2. DEVELOPMENT- Promote students 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 students work.

6. HOMEWORK- Assign homework regularly; provide review problems.

7. SPECIAL REVIEWS- Provide weekly reviews to check and further maintain and enhance learning.

TEACHING- LEARNING ENVIRONMENT

In the choice of teaching learning methods, equally important is the teaching learning environment.
Brian Castaldi in 1987 suggested four (4) criteria in the provision of the environment or learning spaces
in designing a curriculum. These criteria include adequacy, suitability, efficiency and economy.

1. ADEQUACY- this refers to the actual learning space or classroom. Is the classroom large enough for
students mobility for class interaction and collaborative work. Is there enough light and ventilationso
that the learning space is conducive, and safe for learning? To provide learning condition that will
provide oppurtunities that will develop the 21st century skills, there must be a provision for the
utilization of technology for teaching and learning and the use of cyberspace.

2. SUITABILITY - this relates to planned activities. Suitability should consider chronological and
developmentental ages of learners. Also to be considered will be the socio-cultural, economic even
religious background of the learners

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

4. ECONOMY - this refers to cost effectiveness. How much is needed to provide instructional materials.

VI. 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 information is generated and assessment. It has three (3) main forms:

* Self assessment, student learn to monitor and evaluate their own learning. It is significant because we
aim to produce gradutes who are appropriately reflective and self-critical.

* Peer assessment, student provide feedback on each other's learning. It can be viewed as a trust and
mutual respect of each student. Research suggest that students can learn to judge each others work.

* Teacher's assessment, teacher prepares and administers test and give feedback on the students
performance.

APPLICATION OF THE FUNDAMENTAL COMPONENTS TO OTHER CURRICULUM DESIGNS

Our examples refers to only designing a lesson plan which is a mini-curriculum, similar components will
also be used in making a syllabus for teaching in higher education courses. Based on the curriculum
models we have learned, the fundamental components includes the following: 1. Intended Outcomes
( or Objectives )
2. Content/Subject Manner ( with reference )
3. Methods with Strategies ( with needed resources)

4. Evaluation ( means of assessment )

LESSON 3.2 APPROACHES TO CURRICULUM DESIGNING

OBJECTIVES:

* Identify some familiar curriculum designs and approaches to the designs

* Analyze the approaches in the light of how these are applied in the school setting

TYPES OF CURRICULUM DESIGN MODELS There are many ways of looking at curriculum and designing
one. For our own purposes, let us focus on the widely used examples.
1. SUBJECT- CENTERED DESIGN - This design focuses on the content of the curriculum, it corresponds
mostly to the textbook because they usually written based on the specific subject or course. Henry
Morrison and William Harris are few curricularists who firmly believed in this design. As practice, school
hours are allocated to different school subjects such as Science, Mathematics, Language, Social Studies,
Physical Education, and others. Most of the schools using this kind of structure and curriculum design
aim for excellence in the specific subject descipline content.

Subject-Centered Curriculum design has also some variations which are focused on the individual
subject, specific discipline and a combination of subjects or disciplines which are a broad field or
interdecipliary.

1.1 SUBJECT DESIGN - It is the oldest and and so far the most familiar design for teachers, parents, and
other. Subject Design has an advantage because it is easy to deliver. Textbooks are written and support
instructional materials are commercially available. Teachers are familiar with this format cause they
were educated using this. In our country's educational system, the number of subjects in elementary is
fewer than secondary. In college, the subject differs according to the course being pursued.

However, this learning is sometimes compartmentalized. It stresses the content and forgets about
students natural tendencies, interest and experience. The teachers became the dispenser of knowledge
and the learners are the empty vessels to receive the information and content from the teacher.

1.2 DISCIPLINE DESIGN - This refers to specific knowledge learned through a method which the scholars
use to study a specific content of their field. The teacher should teach how the scholars in the discipline
will convey the particular knowledge. This design is often use in college and not in elementary and
secondary. In this design, the students are more mature and already moving towards their career paths
or disciplines.

1.3 CORRELATION DESIGN - Correlation Design links separate subject designs in order to reduce
fragmentation. Subjects are related to one another and still maintain their identity. Example is literature,
it comes with art, music, poems, history and even person and geography. To use correlation design,
teachers should come together and plan their lessons cooperatively.

1.4 BROAD FIELD DESIGN/ INTERDISCIPLINARY - This design was made to cure the compartmentalization
of the different subjects and integrates the contents that are related to one another, thus for instance,
language arts will include the lessons of grammar, literature, linguistic, spelling and composition.