PROF ED 4 Chapter 2

Chapter 2:
Designing the
Curriculum
Module 3: The Teacher as a Curriculum Designer
• A curriculum as a planned sequence of learning
experiences should be at the heart and mind of every
teacher. Every teacher as a curricularist should be
involved in designing a curriculum. In fact, it is one of the
teachers’ roles as a curricularist.
Lesson 3.1:
Fundamentals of Curriculum Design
Lesson 3.1:
Desired Learning Outcomes

• Identify the fundamentals of curriculum designing
• Appreciate the task of designing a curriculum.
Lesson 3.1:
• As we begin to discuss about curriculum designing, all teachers

need to know the different axioms or theorems regarding
curriculum as presented by Gordon W., Taylor R., Oliva P. in
2019.
• These axioms will be used to guide curricularists in designing a
curriculum.
• Axioms are principles that practitioners as curriculum designer can
use as guidelines or a frame of reference.
Lesson 3.1:
Activity 1
Instruction: Select the appropriate answer from the provided options
in the box to match the given statement.
a. Curriculum change is inevitable.

b. Curriculum development is a cooperative group activity.
c. Curriculum development is an ongoing process.
Lesson 3.1:
Activity 1
1. Continuous monitoring, examination, evaluation, and improvement
of curricula are to be considered in the design of the curriculum.

Lesson 3.1:
Activity 1
2. Societal development and knowledge revolution come so fast that
the need to address the changing condition requires new curriculum
designs.

Lesson 3.1:
Activity 1
3. Any significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support, and input.

Lesson 3.1:
Ten Axioms about Curriculum that Teachers need as Reminders:

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
Lesson 3.1:
Ten Axioms about Curriculum that Teachers need as Reminders:

6. Curriculum development is a decision-making process made from
choices of alternatives.
7. Curriculum development is an ongoing process.
8. Curriculum development is more effective if it is a comprehensive
process, rather than a “peacemeal”.
9. Curriculum development is more effective when it follows a
systematic process.
10. Curriculum development starts from where the curriculum is.
Lesson 3.1:
Elements or Components of a Curriculum Design

• Intended learning outcomes (ILO) or the Desired Learning
Outcomes (DLO) formerly labelled as behavioural objectives.
• Subject Matter or Content.
• Teaching and Learning Methods.
• Assessment Evaluation.
Lesson 3.1:
I. Behavioral Objectives or Intended Learning Outcomes
• As a curriculum designer, the beginning of the learning journey is

the learning outcomes to be achieved. In this way, both the learner
and the teacher are guided by what to accomplish.
• The behavioral objectives are expressed in action words found in
the revised Bloom’s Taxonomy of Objectives (Andersen and
Kathwohl, 2003) for the development of cognitive skills.
Lesson 3.1:
• The behavioral objectives are expressed in action words found in

the revised Bloom’s Taxonomy of Objectives (Andersen and
Kathwohl, 2003) for the development of cognitive skills. For the
affective skills, refer to the taxonomy made by Krathwohl, and
for the psychomotor domain by Simpson.
Lesson 3.1:
This Photo by Unknown Author is licensed under CC BY-NC

This Photo by Unknown Author is licensed under CC BY
Lesson 3.1:
• Objective statements should be SMART: Specific, Measurable,

Attainable, Result-oriented and Time-bound.
• Include different kinds of outcomes: cognitive, affective, and
psychomotor.
Lesson 3.1:
II. Content/Subject Matter
Principles to Follow in Selecting Content

• Subject matter should be relevant to the outcomes of the
curriculum.
• Subject matter should be appropriate to the level of the lesson or
unit. An effective curriculum is progressive, leading students
towards building on previous lessons. Contents which are too
basic or too advanced for the development levels of learners make
students bored or baffled and affect their motivation to learn.
Lesson 3.1:
Principles to Follow in Selecting Content

• Subject matter should be up-to-date and, if possible, should reflect
current knowledge and concepts.
• Subject matter should follow the principles of BASICS (balance,
articulation, sequence, integration, continuity, and scope)
Lesson 3.1:
References
• It tells where the content or subject matter has been taken.
Example: Romo, Salvador B. (2013). Horticulture an Exploratory

Course. Lorimar Publishing Inc. Quezon City
Lesson 3.1:
III. Teaching and Learning Methods
Teachers can do: lectures, laboratory classes, fieldwork etc.
Students learn through: cooperative learning, independent learning,

competitive activities etc.
Lesson 3.1:
• Cooperative Learning Activities allow students to work

together. Students are guided to learn on their own to find
solutions to their problems.
• Independent Learning Activities allow learners to develop
personal responsibility. The degree of independence to learn how
to learn is enhanced.
Lesson 3.1:
• Competitive Activities, where students will test their

competencies against another in a healthy manner, allow learners
to perform to their maximum. Most successful individuals in their
adult life are competitive, even in early schooling.
• The use of various delivery modes provide learning experiences is
recommended. Online learning and similar modes are increasingly
important in many curricula, but these need to be planned carefully
to be effective.
Lesson 3.1:
Teaching-Learning Environment
Brian Castaldi (1987) suggested four criteria in the provision of the

environment or learning spaces in designing a curriculum: adequacy,
suitability, efficiency, and economy.
Lesson 3.1:
Adequacy
• Is the classroom large enough for student’s mobility for class
interaction and collaborative work?
• Is there enough light and ventilation so that the learning space is
conducive and safe for learning?
• Utilization of technology for teaching-learning and the use od
cyberspace.
Lesson 3.1:
Suitability
• This relates to planned activities. Suitability should consider
chronological and developmental ages of learners as well as socio-
cultural, economic even religious background.
Lesson 3.1:
Efficiency
• This refers to operational and instructional effectiveness.
Lesson 3.1:
Economy
• This refers to cost effectiveness. How much is needed to provide
instructional materials?
Lesson 3.1:
IV. Assessment/Evaluation
Three main forms of Assessment
1. Self assessment – through which students learn 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.
Lesson 3.1:
2. 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.
Lesson 3.1:
3. Teacher assessment – in which the teacher prepares and

administers tests and gives feedback on the student’s performance.
Lesson 3.1:
Formative Assessment
Assessment conducted before and during instruction.
Summative Assessment
It is done after the discussion.
Lesson 3.1:
Assignment:
Get a sample lesson plan online and examine its components such as
the learning objectives, content/subject matter, Teaching-learning
methods, and evaluation. Base your examination on the lesson
tackled.

PROF ED 4 Chapter 2

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Chapter 2:

Desired Learning Outcomes

• As we begin to discuss about curriculum designing, all teachers

a. Curriculum change is inevitable.

a. Curriculum change is inevitable.

a. Curriculum change is inevitable.

a. Curriculum change is inevitable.

Ten Axioms about Curriculum that Teachers need as Reminders:

Ten Axioms about Curriculum that Teachers need as Reminders:

Elements or Components of a Curriculum Design

I. Behavioral Objectives or Intended Learning Outcomes

• As a curriculum designer, the beginning of the learning journey is

I. Behavioral Objectives or Intended Learning Outcomes

• The behavioral objectives are expressed in action words found in

I. Behavioral Objectives or Intended Learning Outcomes

This Photo by Unknown Author is licensed under CC BY-NC

I. Behavioral Objectives or Intended Learning Outcomes

• Objective statements should be SMART: Specific, Measurable,

II. Content/Subject Matter

Principles to Follow in Selecting Content

II. Content/Subject Matter

Principles to Follow in Selecting Content

II. Content/Subject Matter

• It tells where the content or subject matter has been taken.

Example: Romo, Salvador B. (2013). Horticulture an Exploratory

III. Teaching and Learning Methods

Teachers can do: lectures, laboratory classes, fieldwork etc.

Students learn through: cooperative learning, independent learning,

III. Teaching and Learning Methods

• Cooperative Learning Activities allow students to work

III. Teaching and Learning Methods

• Competitive Activities, where students will test their

III. Teaching and Learning Methods

Brian Castaldi (1987) suggested four criteria in the provision of the

III. Teaching and Learning Methods

III. Teaching and Learning Methods

III. Teaching and Learning Methods

III. Teaching and Learning Methods

Three main forms of Assessment

1. Self assessment – through which students learn to monitor and

Three main forms of Assessment

2. Peer assessment – in which students provide feedback on each

Three main forms of Assessment

3. Teacher assessment – in which the teacher prepares and

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