The document discusses the definition and components of curriculum design, including the types of curriculum designs, elements such as objectives, content, and learning experiences. It also examines different philosophies that influence curriculum as well as domains and taxonomies for defining objectives and evaluating learning outcomes.

1. By Mr. Antonio T. Delgado, BSE III
General De Jesus College

2.  Definition of Curriculum, revisited
 Curriculum Design, defined
 Types of Curriculum Design
 Elements of Curriculum Design
 Selection of Objectives
 Selection of Content
 Selection of Learning Experiences

3.  The sum of learning stated as
educational ends, educational
activities, school subjects and/or
topics decided upon and provided
within the framework of an
educational institution or in a less
formal setup ( Garcia, 2007).

4.  All the learning which is planned and
guided by the school, whether it is
carried on in groups or individually,
inside or outside the school.

5.  something's form and structure
(Microsoft® Encarta® 2009)
 way something is made
(Microsoft® Encarta® 2009)

6.  Refers to the structure or the
arrangement of the components or
elements of a curriculum

7.  may be broadly categorized into the
following major groups:
1. Traditional or subject centered
designs
2. Learner-centered designs
3. Problem-centered or society-
centered designs

8.  Are subject-centered
 The emphasis is on making the
learners absorb as much knowledge
as possible concerning a particular
course or broad field
 Are easy to develop and to implement
because highly-structured

9.  Criticized because they do not make
provisions for the differential needs
and interests of learners
 Most popular not only in the
Philippines but in most parts of the
world

10.  May be based on the anticipated
needs and interest of the learners
 Usually built upon normal activities
children engage in (i.e. playing,
storytelling, drawing)
 Content is not organized into subjects
(Math, Science, etc.) but into
courseworks (playing, storytelling)

11.  The three R’s are integrated into the
courseworks
 Criticized as neglecting the
intellectual development of learners

12.  Heavily loaded with societal
concerns, problems and issues
 May be aimed at making the
school, the teachers and the students
agents of social change

13.  What educational purposes should the
school seek to attain?
 What educational experience can be
provided that is likely to obtain the
purpose?
 How can these educational
experiences be effectively organized?
 How can we determine whether these
purposes are being attained?

14. 1. Aims and objectives
2. Content and learning experiences
3. Method and organization
4. Evaluation

16. TECHNICAL-SCIENTIFIC NON-SCIENTIFIC
 Emphasis on well-  Does not usually
formulated objectives proceed from
predetermined
objectives
 Interests, needs and
 These objectives are
concerns of learner
the bases for
are bases for
selection and
selection and
organization of
organization of
content and
content and
evaluation procedure.
evaluation of
learning.

17.  Based on desired outcomes of
teaching-learning process:
development of
knowledge, skills, values, attitudes
and habits

18. Philosophy – provides basis for general
theory of education and suggests its
goals
Aims – are considered as “orientations”
Goals – are specific statements used as
guidelines for achieving purposes
Objectives – may describe school-wide
outcomes or specific behaviors

20. The major educational philosophies are:
 Perennialism
 Essentialism
 Humanism/Progressivism
 Reconceptualism
 Reconstructionism

21.  Oldest and most traditional
 “perennial” means everlasting
 Education is viewed as the
transmission of the unchanging
knowledge of the universe
 Focus is on permanent studies which
are timeless (e.g.
philosophy, logic, etc.)

22.  Protest against perennialist thinking
 Education is viewed as human
development that starts from the
needs and interest of learners.
 Focuses more on the child than the
subject matter

23.  Related to progressivism
 Learner-centered, relevant and
humanistic education
 More emphasis on holistic,
transcendental, linguistic and artistic
aspects of the teaching-learning
process

24.  Surfaced in opposition to
progressivism
 Education is viewed as mastery of
essential skills.
 Focus is on the three R’s, English,
history and science.

25.  Criticized progressivists’ over-
emphasis on child-centered learning
 Is society-centered
 Asserts that the creation of a better
society is the ultimate purpose of
education
 Focus is alleviating discrimination and
poverty, school integration

26. Three Different Domains
 Cognitive
 Affective
 Psychomotor

27. LEVEL BEHAVIORAL TERMS
 Knowledge  define, describe, identify
 Comprehension  explain, paraphrase, infer
 Application  solve, predict, operate
 Analysis  differentiate, relate, select
 Synthesis  organize, create, develop
 Evaluation  appraise, criticize, judge

28. LEVEL BEHAVIORAL TERMS
 Receiving  listen, watch, observe
 Responding  answer, assist, comply
 Valuing  prefer, appreciate, justify
 Organization  adhere, defend, accept
 Characterization  display, influence, practice

29. CATEGORY THESE INCLUDE:
 Reflex movements  Segmental /inter reflex
 Fundamental  Walk, run, jump, push
movements
 Perceptual abilities  Visual, auditory, tactile
 Physical Abilities  Endurance, strength
 Skilled movements  Games, sports, dances
 Non-discussive  Posture, gesture
communication

30. IN FAVOR AGAINST
 Provide criteria for  Behavioral change
assessment cannot be equated with
 Facilitate learning
Denies the student of
communication of 
freedom of choice
intended outcomes
 Creativity and
 Measurable innovativeness can be
outcomes overlooked

31.  DepEd has come out in full support of
behavioral objectives for classroom
use.

32. Content can have different meanings:
 A list of subjects for a grade or year
level
 A discipline (i.e. science, math)
 A specific subject (e.g.
biology, physics)

33. Content has three components which
are considered in selection of content:
1. Knowledge
2. Process/skill
3. Affective

34. Concepts – regularities in objects of
events designated by labels
Ex: concept of water (liquid, colorless)
Principles – significant relationships
between and among concepts
Ex: Water boils at 100˚C

35. Theories – contain a set of logically
related principles that attempt to
explain a phenomenon
Ex: Theory of Relativity
Laws – theories that have wide
applicability and have been
continuously proven to hold true.
Ex: Laws of Motion

36. Mental processes – used in
handling, dealing with or transforming
information and concepts
Physical/manipulative processes – used
for moving and handling objects

37. Attitudes– have feeling and emotional
tones
Ex: openness, respect for others’
rights
Values – serve as basis for determining
when attitudes and behaviors are
appropriate and which are not.
Ex: truth, honesty, justice

38. Relevance – Content reflects the social,
cultural and technological realities of
the time
Balance – There is a balance between
the two polar goals of education: what
is constant and what is changing.
There should also be balance
between the three domains of
learning.

39. Validity – refers to accuracy or
inaccuracy of the content.
Content should also coincide with
the expressed aims of the curriculum.
Learnability – Content should be
selected in consideration with the
learners’ level of development.

40. Feasibility – This criterion considers:
• resources (human, physical and
financial)
• time allotment
• school calendar
• enabling legislation
• public support

41.  Instructional component of the
curriculum providing for the
interaction between teacher, student
and content
 These include:
 Teaching methods
 Learning activities

42. Appropriateness – Learning experiences
should be suitable to content,
objectives, domain, and learners’ level
of development.
Feasibility – feasible in terms of time,
qualification, experience of staff,
available resources, safety and legal
considerations

43. Variety – Different activities and
methods are required by different
disciplines and domains.
Optimal Value – Learning experiences
should encourage learners to continue
learning on their own.

44. Learning outcomes
•subject-centered
•learner centered
•social-centered
Skills Content Concepts
•cognitive Experiences •scope Experiences •concrete
•psychomotor •sequence •abstract
Experiences
Values and
Attitudes

45.  Curriculum Development: The
Philippine Experience.
 Garcia, Dolores (2007). Designing
Curriculum. Rex Book Store.
 Reyes, Flordeliza C. (2000).
Engineering the Curriculum. De La
Salle University Press.