MODULE 3: THE TEACHER AS A Prepared by:

FERNANDO R. SEQUETE JR.

CURRICULUM DESIGNER LPT, MSciEd Biology (CAR)
LESSON 1: FUNDAMENTALS OF
CURRICULUM DESIGNING

Desired Learning Outcomes:

❑Identify the fundamentals of curriculum
designing; and
❑Appreciate the task of designing a
curriculum.
BUILDING ON PETER OLIVA’S 10 AXIOMS FOR
CURRICULUM DESIGNERS

Before a teacher designs a curriculum, it would be

of great importance to connect to the fundamental
concepts and ideas about the curriculum mentioned
in Modules 1 and 2.
BUILDING ON PETER OLIVA’S 10 AXIOMS FOR
CURRICULUM DESIGNERS
1) Curriculum change is inevitable, necessary, and desirable.
2) Curriculum is a product of its time.
3) Curriculum changes made earlier can exist concurrently with
newer curriculum changes.
4) Curriculum change depends on people who will implement
the change.
5) Curriculum development is a cooperative group activity.
6) Curriculum development is a decision-making process made
from choices of alternatives.
BUILDING ON PETER OLIVA’S 10 AXIOMS FOR
CURRICULUM DESIGNERS
7) Curriculum development is an ongoing process.
8) Curriculum development is more effective if it is a
comprehensive process, rather than “piecemeal”.
9) Curriculum development is more effective when it
follows a systematic process.
10) Curriculum development starts from where the
curriculum is.
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
1. What learning outcomes need to be achieved? (INTENDED
LEARNING OUTCOMES)
2. What content should be included to achieve the learning
outcomes? (SUBJECT MATTER)
3. What learning experiences and resources should be
employed? (TEACHING-LEARNING METHODS)
4. How will the achieved learning outcomes be measured?
(ASSESSMENT OF ACHIEVED LEARNING OUTCOMES)
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
Behavioral Objectives or Intended Learning Outcomes
-The reasons for undertaking the learning lesson from the student’s
point of view;
-It is desired learning outcome that is to be accomplished in a
particular learning episode;
-Both the learner and the teacher are guided by what to
accomplish;
-Expressed in action words found in the revised Bloom’s Taxonomy
of Objectives (Andersen & Krathwohl, 2003), affective made by
Krathwohl, and psychomotor by Simpson;
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
Behavioral Objectives or Intended Learning Outcomes
-The statement should be SMART: Specific, Measurable,
Attainable, Result oriented, and Time bound;
-Or ABCD;
-Express each outcome in terms of what successful students will be
able to do; and
-Include different kinds of outcomes.
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
Content/Subject Matter
-The topic or subject matter that will be covered;
-Relevant to the outcomes of the curriculum;
-Appropriate to the level of the lesson or unit; and
-Up to date, should reflect current knowledge and
concepts.
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
References
-The references follows the content;
-It tells where the content or subject matter has been taken;
-The reference may be a book, a module, or any publication;
-For examples:
1. Project Wild (1992) K to 12 Activity Guide. An Interdisciplinary,
Supplementary Conservation and Environmental Education
Program. Council of Environmental Education, Bethesda, MD.
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
References
-For examples:
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction
to Physical Science. Houghton Mifflin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Exploratory Course.
Lorimar Publishing Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The
Teaching Profession 2nd Edition. Lorimar Publishing Inc. Quezon
City
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
Teaching and Learning Methods
-The teaching-learning methods should allow cooperation,
competition as well as individualism or independent learning
among the students;
-Cooperative learning activities allow students to work together;
-Independent learning activities allow learners to develop personal
responsibility; and
-Competitive activities, where students will test their competencies
against another in a healthy manner allow learners to perform to
their maximum.
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN
Assessment/Evaluation
-Learning occurs most effectively when students receive feedback;
-The process by which this information is generated is assessment,
it has three main forms: (1) self-assessment, (2) peer assessment,
& (3) teacher assessment;
-Assessment may be formative or summative; and
-Students usually learn more by understanding the strengths and
weaknesses of their work than by knowing the mark or grade
given to it.
APPLICATION OF THE FUNDAMENTAL
COMPONENTS TO OTHER CURRICULUM DESIGNS

Major components of a Course Design or Syllabus:

1. Intended Outcomes (or Objectives)
2. Content/Subject Matter (with references)
3. Methods/Strategies (with needed resources)
4. Evaluation (means of assessment)
LESSON 2: APPROACHES TO CURRICULUM
DESIGNING

Desired Learning Outcomes:

❑Identify some familiar curriculum designs
and approaches to the designs; and
❑Analyze the approaches in the light of how
these are applied in the school setting.
APPROACHES TO CURRICULUM DESIGN

Child or Learner-Centered Approach

-based on the underlying philosophy that the child or the
learner is the center of the educational process;
-the curriculum is constructed based on the needs, interest,
purposes and abilities of the learners; and
-it is built upon the learners’ knowledge, skills, previous
learning and potentials.
APPROACHES TO CURRICULUM DESIGN
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development
of the learner.
3. Consider the uniqueness of every learner in a multicultural
classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all
the learner.
 School X is anchored on the theory of multiple intelligences in
all its curricular and co-curricular activities. Every classroom
provides activity centers where children can learn on their own
with different learning resource materials. Learners can just
choose which learning center to engage in with different
resources. This arrangement allows for the capacity of every
learner to be honed. It also allows learning how to learn, hence
will develop independence. The teacher act as guide for every
learner. The learner sets the goal that can be done within the
frame of time.
APPROACHES TO CURRICULUM DESIGN

Subject-Centered Approach
-prescribes separate distinct subjects for
every educational level: basic education,
higher education or vocational-technical
education
APPROACHES TO CURRICULUM DESIGN
This approach considers the following principles:
1. The primary focus is the subject matter;
2. The emphasis is on bits and pieces of information which may be
detached from life;
3. The subject matter serves as a means of identifying problems
of living;
4. Learning means accumulation of content, or knowledge; and
5. Teacher’s role is to dispense the content.
 In another setting, School Y aims to produce the best
graduates in the school district. Every learner must excel in all
academic subjects to be on top of every academic competition.
The higher the level of cognitive intelligence is, the better the
learner. Hence the focus of learning is mastery of the subject
matter in terms of content. Every student is expected to be
always on top in terms of mastery of discipline. Memorization
and drill are important learning skills. The school gives emphasis
to intellectual development, and set aside emotional,
psychomotor and even value development. Success means
mastery of the content.
APPROACHES TO CURRICULUM DESIGN

Problem-Centered Approach
-based on a design which assumes that in the process
of living, children experience problems
APPROACHES TO CURRICULUM DESIGN
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves
in resolving problems, thus developing every learner to be
independent.
2. The learners are prepared to assume their civic responsibilities
through direct participation in different activities.
3. The curriculum leads the learners in the recognition of concerns
and problems in seeking solutions.
 School Z believes that a learner should be trained to solve
real life problems that come about because of the needs,
interests and abilities of the learners. Problems persistent in life
and society that affect daily living are also considered. Most of
the school activities revolve around finding solutions to problems
like poverty, drug problems, climate change, natural calamities
and many more. Since the school is using a problem-based
design, the same approach is used. Case study and practical
work are the teaching strategies that are utilized. Problem-
centered approach has become popular in many schools.
TYPES OF CURRICULUM DESIGN MODELS
Subject-Centered Designs

• Subject Design – oldest and best known school design; Morrison, Hutchins
– Language and its uses, mathematics, sciences, history, and foreign
languages
– Subjects are best outlined in textbooks
– Uphold the importance of verbal activities
• Discipline Design – focus on the academic disciplines; King and Brownell
– Emphasizes science, mathematics, English, history, and some other
disciplines
– The scholars’ method in studying the content of this field indicate the
ways in which students will learn that content
– Suitable for all students going into college or not
• Broad Fields Design – interdisciplinary design; integrate content that match
together
– Biology, Chemistry, and Physics are fit into General Science
– Linguistics, Grammar, Literature, and Spelling into Language Arts
• Correlational Design – attempts to identify ways in which subjects can be
linked yet maintain their own identities
– English literature and history at the secondary level; Chemistry and
mathematics
• Process Design – focus on the student as meaning maker; teaching critical
thinking
– Stress procedures that allow students to analyze reality and construct frameworks
different from the way the world appears to the casual viewer
Learner-Centered Designs
• Child-Centered Design – students must be enthusiastic in their learning
environments; centered on students’ lives, needs, and interests
– Henrich Peztalozzi, Friedrich Froebel – children would achieve self-
realization through social participation; learning by doing
– Francis Parker - Quincy System: enable children to experience
content
– John Dewey – structure curriculum around human impulses (i.e. to
socialize, construct, inquire)
• Experience-Centered Design – seriously highlights the learners’ interest,
creativity, and self-direction; design the experiences for learners
– Have confidence in each student’s uniqueness and skill
– Open, free school environment will motivate all students to shine
• Romantic (Radical) Design – follows Rousseau’s position on the value of
attending to the nature of individuals and Pestalozzi’s philosophy that
individuals can find their true selves by looking to their own nature
– Paulo Freire, a radical Brazilian educator – education should inform the masses about
their oppression, provoke them to feel dissatisfied with their condition, and give them
the skills necessary for correcting the identified injustices
– Jurgen Habermas, a German philosopher – education’s goal is liberation of the
awareness, skills, and attitudes that people find necessary to take control of their lives

• Humanistic Design – there is an association between learning and feeling

– Abraham Maslow, Carl Roger
– James Moffett – a curriculum that emphasizes spirituality enables students to enter “on
a personal spiritual path unique to each that nevertheless entails joining increasingly
expansive memberships of humanity and nature”
Problem-Centered Designs
• Life Situations Design – Herbert Spencer’s writings on a curriculum for
complete living; stressed activities that sustain life, enhance life, aid in
rearing children, maintain the individual’s social and political relations, and
enhance leisure, tasks, and feelings; focus on problem-solving procedures
• Three rules to life situations design:
– Dealing with persistent life situations is crucial to a society’s successful
functioning, and it makes educational sense to organize a curriculum
around them
– Students will see the relevance of content if it is organized around
aspects of community life
– Having students study social or life situations will directly involve them in
improving society
• Reconstructionist Design – the curriculum should promote
social action aimed at reconstructing society; should promote
society’s social, political, and economic development
–Emphasize social justice
–George Counts, Harold Rugg, Theodore Brameld
–Involve students in critical examination of the local,
national, and international community in order to address
humanity’s problems