This document discusses key aspects of curriculum design for teachers. It begins by outlining Peter Oliva's 10 axioms for curriculum designers, which emphasize that curriculum design is an ongoing, cooperative process that requires input from implementers and responds to changes over time. The document then details the essential elements of curriculum design, including behavioral objectives, content/subject matter, references, teaching methods, learning environment considerations, and assessment. Specific models for teaching methods like direct instruction, guided instruction, and mastery learning are provided as examples. Overall, the document provides teachers with guidance on curriculum design principles and the core components needed to plan effective learning experiences for students.

1. DESIGNING THE
CURRICULUM
DIANNE KAYE PUERTO
-REPORTER

2. MODULE 3: THE TEACHER AS A
CURRICULUM DESIGNER
• Module Overview:
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. As such, you will be a part of the intellectual journey of your
learners. You will be providing them the necessary experiences that will
enable the learner what you intend them learn.
As a curriculum designer this task was not given much attention in the
past. Every single day, a teacher designs a lesson or utilizes curriculum that
has been made and was previously written. Designing a curriculum is a very
challenging task. It is here where the style and creativity of the teacher come
in. Thus this module will provide the necessary concepts and activities that
you as a teacher can refer to as you prepare yourself to be a curriculum
designer.
9/3/20XX 2

3. BUILDING ON PETER OLIVA’S 10 AXIOMS
FOR CURRICULUM DESIGNERS
Ten Axioms about Curriculum That
Teachers need as Reminders
1. Curriculum Change is Inevitable, Necessary, and
Desirable.
• -Earlier it was stated that one of the characteristics of
curriculum is its being dynamic. Because of this, teachers
should respond to the changes that occur in schools and in
their context.
9/3/20XX 3

4. 2. Curriculum is a product of its time.
-A relevant curriculum should respond to changes brought about by
current social forces, philosophical positions, psychological principles,
new knowledge, and educational reforms. This is also called timeliness.
3. Curriculum changes made earlier can exist concurrently with
newer curriculum changes.
- A revision in a curriculum starts and ends slowly.
4. Curriculum change depends on people who will implement
the change.
• - Teachers who will implement the curriculum should be involved in
its development, hence should know how to design a curriculum.
9/3/20XX 4

5. 5. Curriculum development is a cooperative group activity.
- Group decisions in some aspects of curriculum development are
suggested.
6. Curriculum development is a decision-making process made
from choices of alternatives.
• - A curriculum developer or designer must decide what contents to
teach, philosophy, or point of view to support, how to provide for
multicultural groups, what methods or strategies, and what type of
evaluation to use.
7. Curriculum development is an ongoing process.
- Continuous monitoring, evaluation, and improvement of curricula
are to be considered in the design of the curriculum.

6. 8. Curriculum development is more effective if it is a
comprehensive process, rather than a “piecemeal”.
-A curriculum design should be based on a careful plan, should clearly
establish intended outcomes, support resources and needed time available and
should equip teaching staff pedagogically.
9. Curriculum development is more effective when it follows a
systematic process.
- A curriculum design is composed of desired outcomes, subject matter
content complemented with references, set of procedures, needed materials
and resources and evaluation procedure which can be placed in a matrix.
10. Curriculum development starts from where the curriculum
is.
- Curriculum planners and designers should begin with existing curriculum.
9/3/20XX
PRESENTATION TITLE
6

7. ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN
I. BEHAVIORAL OBJECTIVES OR INTENDED LEARNING
OUTCOMES
-Begin with the end in view. The objectives or intended learning
lesson from the student’s point of view; it is desired learning outcome
that is to be accomplished in a particular learning episode, engaged in
by the learners under the guidance of the teacher. 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, intended
learning outcomes or desired learning outcomes are expressed in
action words found in the revised Bloom’s Taxonomy of Objectives
(Anderson and Krathwoht, 2003) for the development of the cognitive
skills. For the affective skills, refer to the taxonomy made by Krathwohl
and for the psychomotor domain by Simpson.
7

8. II. CONTENT/SUBJECT MATTER
-The content of the lesson or unit is the topic or subject
matter that will be covered. In selecting content, you should
bear in mind the following principles in addition to those
mentioned about the content in previous lesson:
~Subject matter should be relevant to the outcomes of the
curriculum. An effective curriculum is purposive and clearly
focused on the planned learning outcomes.
~Subject matter should be appropriate to the level of the
lesson or unit. An effective curriculum is progressive, leading
students towards building on previous lesson.
9/3/20XX 8

9. ~ Subject matter should be up-to-date and, If
possible, should reflect current knowledge and
concepts.
~ Subject matter should follow the principle of
BASICS.
9/3/20XX 9

10. III. REFERENCES
- The reference 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. It must bear the author of
the material and if possible, the publications. Some examples
are given below.
1.Project Wild (1992) K to 12 Activity Guide, An
Interdisciplinary, Supplementary Conservation and
Environmental Education Program. Council of Environment
Education, Bethesda, MD
2. Shipman, James and Jerry Wilson, et al (2009). An
Introduction to Physical Science. Houghton Mifflin Co. Boston
MA
9/3/20XX 10

11. IV TEACHING AND LEARNING METHODS
These are the activities where the learners derive
experiences (lectures, laboratory classes, fieldworks, etc) and
make them learn. The teaching-learning methods should allow
cooperation, competition as well as individualism or
independent learning among the students. For example:
*Cooperative learning activities- allow students to work
together.
*Independent learning activities- allow learners to develop
personal responsibility.
*Competitive activities- where students will test their
competencies against another in a healthy manner, allow
learners to perform to their maximum.
*The use of various delivery modes to provide learning
experiences is recommended.
9/3/20XX 11

12. Some Behaviorist Teaching Learning Methods
A. Direct Instruction: Barak Rosenshine Model (in Ornstien &
Hunkins, 2018)
Detailed Steps:
1.State Learning Objectives/Outcomes: Begin lesson with a
short statement of objective or desired lesson learning
outcomes.
2. Review: Introduce short review of previous or prerequisite
learning.
3. Present new Materials: Present materials in small,
sequenced manner.
4.Explain: Give clear and detailed instructions and
explanations.
9/3/20XX 12

13. 5. Practice: Provide active practice for all students.
6. Guide: Guide students during initial practice; or
provide seatwork activities.
7. Check for understanding: Ask several questions,
assess students comprehension.
8. Provide Feedback: Provide systematic feedback and
corrections.
9. Assess Performance: Obtain students success rate
of 80 percent or more during practice session.
10. Review and Test: Provide for spaced review and
testing.
9/3/20XX 13

14. B. Guided Instruction: Madeline Hunter Model (in Ornstien &
Hunkins, 2018)
1.Review: Focus on previous lesson, ask students to summarize
main points.
2.Anticipatory Set: Focus student’s attention on new lesson.
3.Objective: State explicitly what is to be learned.
4.Input: Identify needed knowledge and skills for learning new
lesson; present materials in sequenced steps.
5. Modelling: Provide several examples or demonstrations
throughout the lesson.
6.Check for Understanding: Monitor student’s work before they
become involved in lesson activities.
7.Guided Practice: Periodially ask students questions and check
their answers.
8.Independent Practice: Assign independent work
9/3/20XX 14

15. C. Mastery Learning; JH Block and Lorin Anderson Model (in
Ornstien & Hunkins, 2018)
1. Clarify: Explain to students what they are expected to
learn.
2. Inform: Teach the lesson, relying on the whole group
instruction.
3. Pretest: Give a formative quiz on a no fault-basis, students
can check their own paper.
4. Group: Based on results, divide the class into mastery and
non-mastery groups (80% is considered mastery).
5. Enrich and Correct: Give enrichment instruction to mastery
group. Give corrective (practice drill) to non-mastery
group.
9/3/20XX 15

16. 6. Monitor: Monitor students progress
7. Posttest: Give a summary test for non-
mastery group.
8. Assess Performance: At least 75% of the
students should achieve mastery in the
summative test.
9. Reteach: If not, repeat procedures.
9/3/20XX 16

17. D. Systematic Instruction: Thomas Good and Jere Brophy (in
Ornstien & Hunkins, 2018)
1. Review: Review concepts and skills related to homework,
provide review exercises.
2. Developmen: Promote student’s understanding.
3. Assess Comprehension: Ask questions.
4. Seatwork: Provide uninterrupted seatwork; get everyone
involve, sustain momentum.
5. Accountability: Check the students work.
6. Homework: Assign homework regularly; provide review
problems.
7. Special Reviews: Provide weekly reviews to check and
further maintain and enhance learning.
9/3/20XX 17

18. Teaching-Learning Environment
Brian Castaldi in 1987 suggested four criteria in the
provision of the environment or learning spaces in designing
a curriculum. These criteria include;
1. Adequacy- this refers to the actual learning space or
classrooms.
2. Suitability- this relates to planned activities
3. Effeciency- this refers to operational and instructional
effectiveness.
4. Economy- this refers to cost effectiveness.
9/3/20XX 18

19. VI. ASSESSMENT/EVALUATION
It has three main forms:
1. Self Assessment, through which students learn to
monitor and evaluate their own learning.
2. Peer Assessment, in which students provide
feedback on each other’s learning.
3. Teacher Assessment, in which the teacher prepares
and administers test and gives feedback on the
student’s performance.
9/3/20XX 19