The document discusses curriculum development, defining it as the planning and organization of course content and instructional strategies in education. It outlines different categories of curriculum, models of design, and effective teaching components to enhance student learning outcomes. Additionally, it highlights learner-centered, problem-centered, and inquiry-based approaches, emphasizing the importance of adapting to student needs and fostering engagement.

2. Curriculum Development
• subjects that make up a course of study at
schools, universities or colleges
• “Curriculum” is a Latin term (noun) that means
“racing chariot” and came from the verb
“currere” means “to run.”
• synonymous with course planning or course
development

3. Categories of Curriculum Development:
1. Product category
• results-oriented
• grades are the prime objective, with the
focus lying more on the finished product
rather than on the learning process

4. 2. Process category
• more open-ended
• focuses on how learning develops over a
period of time

5. Curriculum Planning
• involves implementing different instructional
strategies and organizational methods that are
focused on achieving student development and
learning outcomes
• structuring a curriculum around daily lesson plans,
specific assignment, chunk of coursework, certain
units within a class, or an entire educational
program

6. Six components of effective teaching that
should consider in curriculum planning:
1. To demonstrate knowledge of content
2. To demonstrate the knowledge of students
3. To select suitable instructional strategy goals
4. To demonstrate knowledge of resources
5. To design coherent instruction
6. To assess student learning

7. Curriculum Design
• deliberate organization of course activities
and delivery within a classroom
• includes the identifying of (1) learning
objectives; (2) timely and relevant bridge-
ins; (3) course content and readings; and
(4) both low- and high-stakes assessments

8. Models of Curriculum Design:
1. Subject-centered curriculum design
• tends to focus on the subject, rather than the
student
• most common model of standardized curriculum
• teachers compile lists of subjects and specific
examples of how they should be studied

9. • This can lead to problems with student
engagement and motivation and may
cause students who are not responsive to
this model to fall behind.
• Also known as “Direct Instruction Design”
(Morrison, 2000)

10. Hunter’s Seven-step Model
1. Anticipatory Set (The teacher motivates
the students by directing their attention to
the lesson)
2. Objective and Purpose (The teacher
states the purpose and objectives of the
lesson)

11. Hunter’s Seven-step Model
3. Input (The teacher presents the lesson
content through lecture/reading)
4. Modeling (The teacher demonstrates what
the students should be able to do)
5. Checking for understanding (The teacher
asks questions from students to ensure that
they understood the lesson)

12. Hunter’s Seven-step Model
6. Guided practice (The students are
asked to perform individual tasks while
the teacher roams around)
7. Independent Practice (The teacher
gives the students tasks which they
should perform)

13. 2. Learner-centered curriculum design
• revolves around student needs, interests
and goals
• it acknowledges that students are not
uniform but individuals, and therefore
should not be standardized
• This approach aims to empower learners
to shape their education through choices.

14. • This form of curriculum design has been
shown to engage and motivate students.

15. 3. Problem-centered curriculum design
• teaches students how to look at a problem
and formulate a solution
• it helps students engage in authentic
learning as they exposed to real-life issues
and skills, which are transferable to the real
world
• it encourages creativity, innovation and
collaboration in the classroom

16. 4. Inquiry-based model
• Student-centered approach that can
increase student motivation and active
participation especially if the questions
posed by the teacher are interesting and
challenging.

17. Outline of Inquiry-based Model (Banks, 1990):
1. Pose a question for inquiry.
2. Encourage students to formulate
hypotheses.
3. Gather and analyze data.
4. Determine whether to accept or reject the
hypotheses based on the conclusion.

18. 5. Cooperative Learning Model
• Popular instructional approach in which
small groups of students work together
toward a common learning goal
• Promotes positive relationship with peers
and trains students to collaborate with
people

19. Student Teams-Achievement Division (STAD):
1. Direct instruction (The teacher
enumerates the objectives and presents
lesson through lecture)
2. Teams (The class is divided into
heterogeneous small groups)
3. Quiz (Students are given individual quizzes)

20. Student Teams-Achievement Division (STAD):
4. Individual Progress Score (The scores
in the present quiz will be compared to
scores in the past exams)
5. Team Recognition (Teams that reach
above the set of criterion score will
receive recognition through awards)

21. Some factors to be considered in
implementing a developed curriculum:
• Before your lesson, consider your learning
objectives and source meaningful content.
• During your lesson, administer relevant
formative assessments to gauge pre-existing
and current understanding of course concepts.
• After your lesson, determine what students have
learned by facilitating summative assessments.

22. Thank you!
Yosef Eric C. Hipolito, LPT, MAED, MED
Historian, Philippine Historical Association
yoseferichipolito19@gmail.com