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Learning Module 03

Phases and Process of

Curriculum
Development
Course Packet 01

Curriculum Planning
Curriculum Design and
Organization

Knowledge Area Code : PROFEd

Course Code : PRED1313
Learning Module Code : LM03-PRED1313
Course Packet Code : LM03- PRED1313-01

Learning Module: The Teacher and The School Curriculum 3

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Course Packet 01
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Curriculum Planning
Curriculum Design and Organization
Introduction

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

Learning Management System

To be able to accomplish the learning module of this course packet, you will be needing the
following platforms: Google Classroom and Google Meet. These platforms are available in your cellphone,
tablet or laptop as long as you have your gmail account. All announcements for the synchronous class
discussion will be made available through Google Classroom and Google Meet link. Your teacher will
send the link prior to the class schedule.

Reminders to each section of classes, kindly join on the following Google Classroom link below:

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 _________ – _________
 _________ – _________
 _________ – _________
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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.

Grading Rubric for Reflection Paper

SKILLS 5 4 3 2 1

Depth of Demonstrate a Demonstrate a Demonstrate basic Demonstrate a Demonstrate

reflection conscious and thoughtful understanding of limited little or no
thorough understanding of the writing prompt understanding of understanding
understanding of the the writing prompt and the subject the writing prompt of the writing
writing prompt and and the subject matter and subject matter. prompt and
the subject matter. matter. This reflection subject matter.
This reflection can be needs revision This reflection
used as an example needs revision.
for other students.

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
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

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Conventions Demonstrate control Demonstrate Demonstrate Demonstrate Demonstrate

of the conventions control of the partial control of limited control of little or no
with essentially no conventions, the conventions, the conventions, control of the
errors, even with exhibiting exhibiting exhibiting frequent conventions,
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sophisticated occasional errors occasional errors errors that make making

language. only when using that do not hinder comprehension comprehension
sophisticated comprehension. difficult. almost
language. impossible.

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
Let us start this Course Packet by sharing your input to this chart:
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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

Curriculum Designing and

Organizing

 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 a complex activity involving the interplay of concepts that students
ideas from the curriculum field and other related disciplines. However, learn, explicitly as well
the ultimate purpose of curriculum planning is to describe the learning as implicitly. Losing
opportunities available to students. track of the big picture
of a curriculum plan is
Thus curriculum planning is ultimately totally understandable,
but at the same time,
concerned with the experiences of learners. having an overarching
plan is an important
In any teaching/learning situation, however, the concern is not only way to make sure you
with what students ought to learn, but also with how they are going to don't lose track of what
matters most in a
learn it. particular unit of study.
(Stearns, 2020)
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Curriculum plans that define concepts or ideas without considering action, are incomplete since learning
must eventually involve the application of what has been learned. In the same way, plans that merely
describe action without considering purposes are also incomplete since otherwise, learning activity runs
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the risk of being aimless. This relationship of content and process accentuates the need to consider
curriculum and instruction not as distinct entities, but rather as interdependent concepts in the
planning process.

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.

Therefore curriculum planning involves decisions about a variety of issues/topics.

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 both
 The planning phase
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
Curriculum Planning is the process of structuring academic 2. Form Curriculum
experiences, using expertise knowledge of the teacher. It is the activity Development Team
which teachers get involved in before the actual implementation. (IGI 3. Conduct Needs
Global, 2020) Assessment and
Analysis
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Curriculum planning will bring focus to your teaching, and it will also make it easier to figure out what
activities, projects, and lessons you do each day. (Stearns, 2020)
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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.

2. Form Curriculum Development Team

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.

3. Conduct Needs Assessment and Analysis

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)

Models of Curriculum Planning

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
‘non-technical’. We use them to mean two contrastive postures. For instance, 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 either approach.

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Having said this, we shall take up the two models for detailed study.
Key Points:
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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 personnel. 2. The Taba Model
The implications are that they do not regard the technical models as 3. The Saylor and
Alexander Model
vehicles for dehumanizing education, but rather a means of planning
4. The Goodlad
curricula to optimize students learning and to allow them to increase Model
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.

A. The Tyler Model

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

The Tyler Model

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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.
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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.

B. The Taba Model

Key Points:
Hilda Taba’s grassroots model (1962) is a reaction to how Tyler’s model
was put to use. Although Tyler does not suggest that all the elements
in his model should only be employed by selected core personnel, it was Technical Models
taken for granted that it is a top-down model, as the curriculum user
 The Tyler Model
does not find a role to play in curriculum planning in this model. Taba To identify the purposes we
feels that curriculum should be designed by its users. Teachers, for need to gather data from
instance, should begin the process by creating specific teaching learning three sources, namely
units for their students. She further advocates that teachers need to take society, students and subject
an inductive approach to curriculum development—starting with matter
specifics and building to a general design as opposed to the traditional
deductive approach—starting with the general design and working  The Taba Model
toward the specifics. 7 Steps of the Grassroots
Model
Accordingly, she has noted the following seven steps to her grassroots 1. Diagnosis of Needs
model in which teachers would have major inputs to make. 2. Formulation of
Objectives
1. Diagnosis of needs: The teacher (the curriculum designer, in this
3. Selection of Content
context) start the process by identifying the needs of the students 4. Organization of Content
for whom the curriculum is to be planned. 5. Selection of learner-
2. Formulation of objectives: After the identification of the needs activities
that require attention, the teacher specifies objectives to be 6. Organization of the
accomplished. learning activities
7. Evaluation
3. Selection of content: The objectives selected should suggest the
subject matter to unit-lesson. (Taba points out that not only should
objectives and content match, but the validity and significance of  The Saylor and Alexander
the content identified need to be determined as well). Model
4. Organization of content: Having selected the content, we need 4 Steps of the Curriculum
to organize it in some sequential pattern. Organization of content Planning
1. Goal Setting
depends on the cognitive maturity of the learners, their academic
2. Curriculum Design
achievement and interest areas. 3. Curriculum
5. Selection of learner-activities: Depending on the content Implementation
selected and its sequence we should introduce appropriate 4. Curriculum Evaluation
instructional methodologies that will help the students involve

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themselves with the content.

6. Organization of the learning activities: The learning experiences are organized to allow
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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.

C. The Saylor and Alexander Model

Galen Saylor and William Alexander have presented a systematic approach to curriculum development
that has 4 distinct stages with a feedback loop. We can illustratively present it as shown in the figure
below:

The Saylor and Alexander Model

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Though the figure by itself is suggestive of the stages involved in curriculum planning, a word about
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each of the stages is in place here.

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.

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

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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
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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).

D. The Goodlad Model

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
7. maintenance opportunities suggested.
A diagrammatic representation of the model is given in the figure below
 The Hunkins Model
7 Major Stages:
1. Curriculum
conceptualization and
legitimization
2. Diagnosis
3. Content Selection
4. Experience Selection
5. Implementation
6. Evaluation
7. Maintenance

 The Miller and Seller Model

3 Stages
1. Orientation of
transmission position
The Hunkins Model 2. Orientation of transaction
position
3. Orientation of
transformation position
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If you noticed, in this model there are a few elements which are missing in the other models.

What are they?

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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 theCourse
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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
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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.

The first stage in the Hunkins model resolves this problem. It ensures that at the beginning itself one
should be able to clearly articulate one’s philosophical orientation. It guides the rest of the curriculum
planning activities- In the other models; curriculum evaluation has been considered the final stage of
curriculum planning activities. However, the Hunkins model has a unique stage after the evaluation
stage. It is the curriculum maintenance stage. Generally, we tend to be self-complacent once we launch
a programme or are satisfied with the data’ collected from the feedback system. But then, curriculum
programmes that are not consciously maintained usually dissipate and finally become parts of a
patchwork of courses. The curriculum maintenance stage suggests various means of managing the
curriculum system and the support systems necessary for the continuation of the programme.

The activities at the rest of the stages are by and large similar to those of the stages in the other models.

F. The Miller and Seller Model (John P. Miller & WayneSeller)

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
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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 and  Open Classroom Model:
objectives to be addressed. You may have noticed here that the content It suggests that students
of the curriculum which normally follows the objective setting stage in learn by participating in tasks
and by actively moving
the other models seems to have been ignored. Here, one goes from around the room and not by
objectives to experiences and teaching methods. The implementation passively listening to the
stage that follows refers to incorporating the curriculum into the teachers.
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 under
can generate new content
the technical models. There are in fact a few more but all of them are and techniques to assess the
incomplete by themselves. We should also understand that it is not relevance of the existing
possible for every model to show every detail and every nuance of the curriculum, content and
curriculum planning process. We should furthermore realize that even techniques.
though the models that we have talked about are inclined to the subject-
Stages:
centered curriculum designs, they can, in fact, be employed to develop 1. identify the learner-group
a curriculum for any and all of the curriculum designs. 2. Identifying the teaching
procedures
Having looked into the technical models, let us now take up the non-
technical models. The message of this model,
seems to be to foster self-
control of one’s educational
Non-Technical Models experience.

Let us start with a word of caution. Here, we are not suggesting that  Interpersonal Relations Model
the non-technical models are unsystematic by comparison. Rather, Cart Rogers’ model is used
these models take up issues with some of the key assumptions for exploring group
experiences which can be
underlying the technical approach and questioning some of the
used for improving the
consequences that result from utilizing this approach to curriculum attitudes, behaviors and
development. personal relations of
students, parents, community
member and so on.
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In this, we shall be talking about the following three models in the given order:
A. Open Classroom Model
B. Weinstein and Fantini Model
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A. The Open Classroom 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.

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.

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C. Interpersonal Relations Model

Cart Rogers is not a curriculum specialist, but he has developed a model for changing human behaviour,
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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 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.

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)

Source: (Heick, 2019)

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Curriculum Designing and Organization

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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, and what
schedule to follow. (Schweitzer, 2019)

Curriculum design focuses on the creation of the overall course blueprint, mapping content to 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, 2020) instruction.

 Types of Curriculum Design

Types of curriculum design
1. Subject-centered Design
There are three basic types of curriculum design: 2. Learner-centered Design
• Subject-centered design 3. Problem-centered Design
• Learner-centered design
 Subject-centered curriculum
• Problem-centered design
design describes what needs
to be studied and how it
Subject-Centered Curriculum Design should be studied.

Subject-centered curriculum design revolves around a particular  Subject-centered curriculum

subject matter or discipline. For example, a subject-centered design is not student-
centered.
curriculum may focus on math or biology. This type of curriculum
design tends to focus on the subject rather than the individual. It is the  Learner-centered curriculum
most common type of curriculum used in K-12 public schools. design is meant to empower
learners and allow them to
Subject-centered curriculum design describes what needs to be studied shape their education through
and how it should be studied. Core curriculum is an example of a choices.
subject-centered design that can be standardized across schools, and the 
 Learner-centered design is
country as a whole. In standardized core curricula, teachers are
labor-intensive.
provided a pre-determined list of things that they need to teach their
students, along with specific examples of how these things should be  Problem-centered curriculum
taught. You can also find subject-centered designs in large college design is also a form of
classes in which teachers focus on a particular subject or discipline. student-centered design.

The primary drawback of subject-centered curriculum design is that it  The drawback of Problem-
centered curriculum design is
is not student-centered. In particular, this form of curriculum design is that it does not always take
constructed without taking into account the specific learning styles of learning styles into
the students. This can cause problems with student engagement and consideration.
motivation and may even cause students to fall behind in class.

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Learner-Centered Curriculum Design

In contrast, learner-centered curriculum design takes each individual's needs, interests, and goals into
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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 shape their
education through choices.

Instructional plans in a learner-centered curriculum are differentiated, giving students the 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

Like learner-centered curriculum design, problem-centered curriculum design is also a form of student-
centered design. Problem-centered curricula focus on teaching students how to look at a problem and
come up with a solution to the problem. Students are thus exposed to real-life issues, which helps them
develop skills that are transferable to the real world.

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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1) Intended Learning Outcomes (ILO) or the

Desired Learning Outcomes (DLO) which
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was formerly labelled as Behavioral

Objectives

An intended learning outcome should describe

what students should know or be able to do at the
end of the course that they couldn’t do before.
Intended learning outcomes should be about
student performance. (Teacher+Learning Lab,
2020)

Intended Learning Outcomes are: Statements of

what students are expected to be able to do as a
result of engaging in the learning process
(studying a lecture/course/programme). They
are:

 Expressed from the students'

perspective.
 Expressed in the form of action verbs
leading to observable and assessable
behaviour.
 Related to criteria for assessing student
performance. (EDGE, 2020)

(Pinterest, 2020)

5 Steps to writing ILOs

It can be useful to consider using the following 5-step process in designing ILOs:
1. Decide on the Purpose
2. Identify the Content
3. Select the Appropriate Verb
4. Add the Context (when necessary)
5. Ensure Clarity
Source: (University of Tasmania, 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:

 Why is this unit being offered?

 What is it that students need to learn in this unit so that they can progress through the course
and achieve the Course Learning Outcomes? (i.e., where does what students learn in this unit
fit within the whole course structure?)
 If one of your students was asked what they learnt in your unit, what would you like the student
to say?

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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?
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Example Purpose 1:
Students will understand Newton's three laws of motion, and the revolution these were in the
understanding and explanation of motion. They will be able to explain the concept of objects in
linear and in rotational motion. They will understand the relationships between motion, force and
energy.

Source: (University of Tasmania, 2020)

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.

ILO Example 1, content:

Newton's 3 laws of motion – what they are, impact they had, the concept of objects in linear and
in rotational motion, the relationships between motion, force and energy

Source: (University of Tasmania, 2020)

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.

ILO Example 1, verb:

describe, explain, generalize

Source: (University of Tasmania, 2020)

Bloom’s Taxonomy (Cognitive Domain)

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
Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational

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Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of
K-12 teachers and college instructors in their teaching. (Armstrong, 2020)
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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 instruction. (Shank, 2013)

Source: (Pradhan, 2020)

Bloom’s Digital Taxonomy

Key Points:
In 2007, Andrew Churches updated Bloom’s work again by introducing
Bloom’s Digital Taxonomy. His intent was to marry Bloom’s cognitive Taxonomies of Learning
Behavior
levels to 21st-century digital skills.
 Cognitive Domain
Andrew Churches explains that this “is an update to Bloom’s Revised
Taxonomy which attempts to account for the new behaviors and Bloom’s Taxonomy
actions emerging as technology advances and becomes more In 1956, Benjamin Bloom with
ubiquitous. Bloom’s Revised Taxonomy describes many traditional collaborators Max Englehart,
Edward Furst, Walter Hill,
classroom practices, behaviors and actions, but does not account for
and David Krathwohl
the new processes and actions associated with Web 2.0 technologies, published Bloom’s
infowhelm (the exponential growth in information), increasing Taxonomy.
ubiquitous personal technologies or cloud computing. (Making
Thinking Visible with Technology, 2020) In 2001, Lorin Anderson and
collaborators published a
revised version
For example, for the top of the revised taxonomy, creating, learners
might: Bloom’s Digital Taxonomy
 Develop a script for a video In 2007, Andrew Churches
 Construct an eBook updated Bloom’s work again
 Develop a podcast by introducing Bloom’s Digital
 Details support digital literacy Taxonomy

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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
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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)

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)

Krathwohl’ Taxonomy (affective Domain)

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
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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)

Source: (Lease, PhD, 2018) Key Points:

Taxonomies of Learning
Harrow’s Taxonomy (Psychomotor Domain) Behavior

In examining the three domains of learning it is interesting to note that  Affective Domain
while the cognitive taxonomy was described in 1956, and the affective In 1964, David Reading
in 1964, the psychomotor domain was not fully described until Krathwohl is considered as
the primary author of the
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 Peak taxonomy is focused on the
Performance Center, 2020) development of physical
fitness, dexterity, agility and
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Harrow’s Taxonomy (Psychomotor Domain)

Source: (cehdclass, 2020)

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.

ILO Example 1, context:

Explain the concept of objects in linear and rotational motion and the relationships between
motion, force and energy with reference to Newton's three laws of motion.

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)

2.) Subject Matter/Content and References

The content of the lesson or unit is the topic or subject matter that will be covered. In selecting content,
you should bear in mind the following principles:
a. SUBJECT MATTER SHOULD BE RELEVANT TO THE OUTCOMES OF THE
CURRICULUM. An effective curriculum is purposive, clearly focused on the planned learning
outcomes.
b. SUBJECT MATTER SHOULD BE APPROPRIATE TO THE LEVEL OF THE LESSON
OR UNIT. An effective curriculum is progressive, leading students towards building on

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previous lessons. Contents which are too basic or too advanced for the development levels of
learners make students either bored or baffled and affect their motivation to learn.
c. SUBJECT MATTER SHOULD BE UP-TO-DATE AND IF POSSIBLE, SHOULD
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REFLECT CURRENT KNOWLEDGE AND CONCEPTS.

The REFERENCE follows the content. It tells where the content or subject matter has been taken. The
reference maybe a book, a module, or any publication. It must bear the author of the material and if
possible the publications. Some examples are given below:

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

3.) 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
Key Points:
experience (lectures, laboratory classes, fieldwork, etc.) and make them
learn. The teaching-learning methods should allow cooperation,  Lesson Plan as a miniscule
competition as well as individualism or independent learning among curriculum
the students. For example:
Cooperative learning activities allow students to work together. 1. Intended Learning
Outcomes (ILO) or the
Students are guided to learn on their own to find solutions to their
Desired Learning
problems. The role of the teacher is to guide the learners. Democratic Outcomes (DLO) which
process is encouraged, and each one contributes to the success of the was formerly labelled as
learning. Students learn from each other in ways. Group projects and Behavioral Objectives
activities considerably enhance the curriculum. a. Decide on the Purpose
b. Identify the Content
Independent learning activities allow learners to develop personal
c. Select the Appropriate
responsibility. The degree of independence to learn and how to learn is Verb
enhanced. The strategy is more appropriate for fast learners d. Add the Context
Competitive activities, where students will test their competencies e. Ensure Clarity
against another in a healthy manner allow learners to perform to their
maximum. Most successful individuals in their adult life are 2. Subject Matter or Content
a. Should be relevant to
competitive, even in early schooling. They mostly become the
the outcomes
supervisors in every competitive world. b. Should be appropriate to
the level of the lesson
Blended learning activities is a combination of classroom and online c. Should be up-to-date
education. Oxford Dictionary defines Blended Learning as a style of
education in which students learn via electronic and online media as 3. Teaching and Learning
Methods
well as traditional face-to-face teaching. Flipped Classroom, Hybrid
Examples:
Learning, and Project-Based Blended Learning are just some of the a. Cooperative learning
most common types of blended learning. The rise of digital and mobile activities
learning technology gave momentum in the use of blended learning. b. Competitive activities
c. Blended Activities
The use of various delivery modes to provide learning experiences is
recommended. 4. Assessment/Evaluation

a. Self-Assessment
4.) Assessment/ Evaluation b. Peer Assessment
Learning occurs most effectively when students receive feedback, i.e c. Teacher Assessment
when they receive information on what they have (and have not) already

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learned. The process by which this information is generated is

assessment. It has three main forms:
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Self-Assessment through which a student learns 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 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
Activity Sheet

Name: ____________________________________________ Score: __________________

Year & Section: ____________________________ _______ Date: __________________

 demonstrate knowledge of curriculum planning, design and organization

 prepare developmentally sequenced instructional components with well-aligned learning
outcomes and competencies based on curriculum requirements;

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)

Grade Level: Quarter/ Grading Period:

Content Learning Teaching Learning Assessment

Competency Strategies Activities Tasks

Adapted from: (Bunga, MAEd, Pilariza, Ed.D, & Serrano, Ed.D, 2016)

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Assessment
Name: ____________________________________________ Score: __________________
Assessment

Year & Section: ____________________________ _______ Date: __________________

 highlight the importance of planning, designing and organizing in the implementation,

evaluation and improvement of curriculum
B. Self-Reflect:
Directions: After learning from this lesson, as a learner, what do you think is the importance of planning,
designing and organizing in the implementation, evaluation and improvement of
curriculum? How do you think this will help you as a future teacher? Please refer to the
rubric on pages 3& 4 of this course packet as guide in writing your answer. Write your
answer on the space below.
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Assignment
Name: ____________________________________________ Score: __________________
Assignment

Year & Section: ____________________________________ 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

Write your questions here:

Curriculum Implementation:
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Models of Implementation:
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Change Process:
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Institutionalization:
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Annexes
 References
Annexes

(n.d.). Retrieved from https://www.mtvt.org/wp-

content/uploads/2014/09/PadWheelV2_280513small.jpg
(n.d.).
El Sawi, Ph.D., G. (2020, July 3). Overview of the Curriculum Development Process. Retrieved
from fao.org:
http://www.fao.org/3/ah650e/ah650e03.htm?fbclid=IwAR00E8yHC5YxcVKaTEg0LL0
D631ej6AehVqnNW2mB0NMZK7FAmfx10hCx2g
Armstrong, P. (2020, July 4). Center for Teaching: Bloom’s Taxonomy. Retrieved from
cft.vanderbilt.edu: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Bilbao, E. P., Lucido, P. P., Iringan, P. T., & Javier, P. R. (2008). Curriculum development.
Quezon City: Lorimar Publishing, Inc.
Cambridge International. (2020, July 4). Curriculum Planning: An Overview. Retrieved from
cambridgeinternational.org: https://www.cambridgeinternational.org/Images/271332-
curriculum-planning-an-overview.pdf
cehdclass. (2020, July 4). Harrow's Taxonomy of Psychomotor Domain. Retrieved from
cehdclass.gmu.edu:
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/harrowstax.htm
EDGE, O. o. (2020, July 3). What are Intended Learning Outcomes (ILO's)? Retrieved from
cityu.edu.hk:
https://www.cityu.edu.hk/edge/obtl/elearn_tool/p4.htm#:~:text=Intended%20Learnin
g%20Outcomes%20are%3A%20Statements,to%20observable%20and%20assessable%2
0behaviour
Heick, T. (2019, November 29). 12 Curriculum Planning Tips For Any Grade Level Or Content
Area. Retrieved from teachthought.com:
https://www.teachthought.com/learning/making-learning-a-process-that-honors-
change/
Huitt, W. (2020, July 3). Educational Psychology Interactive: Bloom et al.'s Taxonomy of the
Cognitive Domain. Retrieved from edpsycinteractive.org:
http://www.edpsycinteractive.org/topics/cognition/bloom.html
IGI Global. (2020, July 3). What is Curriculum Planning. Retrieved from igi-global.com:
https://www.igi-global.com/dictionary/curriculum-implementation-and-teacher-
motivation/48973
Indira Gandhi National Open University. (2014, August). Curriculum Planning. Retrieved
from egyankosh.ac.in: http://egyankosh.ac.in/bitstream/123456789/42023/1/Unit-2.pdf
Indira Gandhi National Open University. (August, 2014
http://egyankosh.ac.in/bitstream/123456789/42017/1/Block-2.pdf). Curriculum
Development for Distance Education. New Delhi, India.
Khlor, P. R. (2020, July 3). Use of the Design Element in Curriculum Change. Retrieved from
ascd.org: http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_196510_klohr.pdf
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/
Annexes

Making Thinking Visible with Technology. (2020, July 3). Bloom’s Digital Taxonomy. Retrieved
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Ornstein, A., & Hunkins, F. (2009). Curriculum Design. In Curriculum: Foundations, Principles
and Issues (5th Ed). Retrieved from talkcurriculum.files.wordpress.com:
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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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Ryan, K. (2020, July 2). Curriculum Design. Retrieved from wellesley.edu:
https://www.wellesley.edu/careereducation/resources/curriculum-design
Schweitzer, K. (2019, November 12). Curriculum Design: Definition, Purpose and Types.
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https://tll.mit.edu/help/intended-learning-outcomes
The Peak Performance Center. (2020, July 4). Psychomotor Domain. Retrieved from
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Wikipedia. (2020, July 3). David Krathwohl. Retrieved from en.wikipedia.org:
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Wilson, Ed. D., L. (2020, July 4). The Second Principle: Three Domains of Learning – Cognitive,
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design/threedomainsoflearning/#:~:text=Like%20cognitive%20objectives%2C%20affec
tive%20objectives,those%20that%20are%20more%20complex

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