ELEMENTS OF CURRICULUM DESIGN

QUESTIONS
1. Do you think curriculum change is inevitable?
2. Does curriculum change not considered the existing one?
3. Should curriculum de designed only by one person?
4. Should any change in curriculum include an evaluation process?
5. Does curriculum change mean total overhaul?
6. Should learning outcomes be considered first before the content?
7. Should teaching methods consider only the expertise of the teacher?
8. Are time tested methods like inductive and lecture no longer useful?
9. Should contents be updated and relevant?
10. Is there only one design that teacher should know?

OVERVIEW
• Planned sequence of learning
• Involved in curriculum designing
• Part of the intellectual journey of learners
• Enable the learner to learn
• Challenging task
• Style and creativity of a teacher
• Concepts and activities

PETER OLIVA
• Importance to connect the fundamental concepts and ideas about curriculum
• Every curriculum designer, implementer, or evaluator should take in mind the 10 axioms as a guide
in curriculum development

10 Axioms of curriculum Design

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.
7. Curriculum development is an ongoing process
8. Curriculum development is more effective if it is a comprehensive process, rather than a
“piecemeal”.
9. . Curriculum development is more effective when it follows a systematic process.
10. 10. Curriculum development starts from where the curriculum is.
CURRICULUM

• Syllabus
• Lesson plan
• Unit plan
• Course design
• Teaching guides / Lesson plan

Elements / Components of a Curriculum Design

1. Objectives
2. Subject matter
3. Resources needed
4. References
5. Methodology
6. Assessment

OBJECTIVE
• Begin and end with a view
• Teacher’s guide on what to accomplish
• SMART
• Specific
• Measurable
• Attainable
• Result- oriented
• Time – bounded
• Anticipated results after completing the planned activity or lesson
• Expressed in action words found in the revised Bloom’s Taxonomy of objectives.

OBJECTIVES
• Adaptive cognitive process dimension
• Knowledge – cognitive objectives
• Facts, theories, formulae, principles
• Remembering and Understanding
• Skills- performance outcomes
• Procedures, calculations, processes
• Attitude – affective outcomes
• Developing attitudes or values
• Those required as a person and for a particular profession
KSA- Blooms Taxonomy
1. Knowledge - The fact or condition of knowing something with familiarity gained through experience
or association
1. Remembering - The Learner can recall information and retrieve relevant knowledge from
long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, describe,
reproduce.
2. Understanding- The learner can construct meaning from oral, written and graphic messages:
interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss

2. Skills-The ability and capacity acquired through deliberate

1. Applying - The learner can use information to undertake a procedure in familiar situations or
in a new way: executive, implement, demonstrate, dramatize, interpret, solve, use, illustrate,
convert, discover
2. Analyzing - The learner can distinguish between parts and determine how they relate to one
another, and to the overall structure and purpose: differentiate, distinguish, compare,
contrast. organize, outline, attribute, deconstruct
3. Evaluating -The learner can make judgments and justify decisions: coordinate, measure,
detect, defend, judge, argue, debate, describe, critique, appraise, evaluate
4. Creating -The learner can put elements together to form a functional whole, create a new
product or point of view: generate, hypothesize, plan, design, develop, produce, construct,
formulate, assemble, devise

2. Attitude and values -A settled way of thinking or feeling about someone or something, typically one
that is reflected in a person’s behavior

Objectives

• Knowledge
• Identify the fundamentals of curriculum designing
• Skills
• Design a sample curriculum
• Attitude
• Appreciate the task of designing a curriculum

Content or Subject Matter

• Should be relevant to the outcomes of the curriculum
• Should be appropriate to the level of the lesson or unit
• Should be up to date - reflect current knowledge and concepts

Resources Needed
• Materials
• Handouts
• Software
• Tools
• Equipment
References
• Tells when the content or subject matter has been taken
• Books, modules, any publication
• Bear author of the material and publication.
• Example:
• Bilbao, Purita p., and Corpuz, Brenda B. et al (2012). The Teaching Profession 2 nd Ed.
Lorimar Publishing Inc. Quezon City

Teaching and Learning Methods

Formative assessment may take place
• Cooperative learning activities
• Independent learning activities
• Competitive activities
• Introductory activity
• Activity
• Analysis
• Abstraction
• Application

Introductory Activity
• How will I make the learners ready?
• How do I prepare the learners for the new lesson?
• How will I connect my new lesson with the past lesson?
• (Motivation /Focusing /Establishing Mind-set /Setting the Mood /Quieting /Creating Interest -
Building Background Experience – Activating Prior Knowledge/Apperception - Review – Drill)
• This part introduces the lesson content. Although at times optional, it is usually included to serve as a
warm-up activity to give the learners zest for the incoming lesson and an idea about what it to
follow. One principle in learning is that learning occurs when it is conducted in a pleasurable and
comfortable atmosphere.

Activity
• (How will I present the new lesson?
• What materials will I use?
• What generalization /concept /conclusion /abstraction should the learners arrive at?
• (Showing/ Demonstrating/ Engaging/ Doing /Experiencing /Exploring /Observing
• - Role-playing, dyads, dramatizing, brainstorming, reacting, interacting
• - Articulating observations, finding, conclusions, generalizations, abstraction
• - Giving suggestions, reactions solutions recommendations)
• This is an interactive strategy to elicit learner’s prior learning experience. It serves as a springboard
for new learning. It illustrates the principle that learning starts where the learners are. Carefully
structured activities such as individual or group reflective exercises, group discussion, self or group
assessment, dyadic or triadic interactions, puzzles, simulations or role play, cybernetics exercise,
gallery walk and the like may be created. Clear instructions should be considered in this part of the
lesson.
Analysis
• Essential questions are included to serve as a guide for the teacher in clarifying key understandings
about the topic at hand. Critical points are organized to structure the discussions allowing the
learners to maximize interactions and sharing of ideas and opinions about expected issues. Affective
questions are included to elicit the feelings of the learners about the activity or the topic. The last
questions or points taken should lead the learners to understand the new concepts or skills that are
to be presented in the next part of the lesson.

Abstraction
• This outlines the key concepts, important skills that should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecturette that summarizes the learning emphasized
from the activity, analysis and new inputs in this part of the lesson.

Application
• What practice exercises/ application activities will I give to the learners?
• (Answering practice exercise
• - Applying learning in other situations/actual situations/real-life situations
• - Expressing one’s thoughts, feelings, opinions, beliefs through artwork, songs, dances, sports
• - Performing musical numbers/dances, manipulative activities, etc.)

Assessment
• Assess whether learning objectives have been met for a specified duration
• Remediate and/or enrich with appropriate strategies as needed
• Evaluate whether learning intentions and success criteria have been met
• Individual/ independent learning
• Written, Practical, Oral

Written Output:
• Essays
• Diagrams / Charts /
• Models / Work Designs and Plans
• Project

Product
• Technical Drawing Output
• Prototype Building
• Products / Projects using locally available materials

Performance-Based Task(s)
• Skills Demonstration
• Skills Application
• Laboratory
• Oral Tests
• All parts must be aligned
• Shall be met by the learners
• Design, creation, and layout of outputs/ diagnose and repair equipment
Using the matrix given below, design your own curriculum based on your chosen topic (15 minutes)

1. Objectives -KSA
2. Subject matter
3. Resources needed
4. References
5. Methodology - choose any if applicable
1. Introductory activity
2. Activity
3. Analysis
4. Abstraction
5. Application
6. Assessment