The document discusses the steps in curriculum design, which are planning, implementing, and evaluating. It provides details on the components of curriculum planning, including objectives, content, learning experiences, and evaluation. It also discusses curriculum implementation models and key considerations for curriculum evaluation such as examining student achievement of goals and whether the curriculum encourages critical thinking.

1. Lecturer: Yee Bee Choo
IPGKTHO
Topic 2b TSL 3143

2. Steps in Curriculum Design
1. •Planning
2. •Implementing
3. •Evaluating

3. 1. Planning
Components of Curriculum Desingn in Planning
• Objectives
• Content
• Learning experiences
• Evaluation

4. 1. Planning
1. Objectives
Aims: Elementary, Secondary, and Tertiary
Goals: School Vision and Mission
Objectives: educational objectives
Domains:
1. Cognitive – knowledge, comprehension, application,
analysis, synthesis, evaluation
2. Affective – receiving, responding, valuing,
organisation, characterization
3. Psychomotor – perception, set, guided response,
mechanism, complex overt response, adaptation,
origination

5. 1. Planning
2. Content
• Information to be learned in school, another term for
knowledge ( a compendium of facts, concepts,
generalization, principles, theories.
1. Subject-centered view of curriculum: The Fund of
human knowledge represents the repository of
accumulated discoveries and inventions of man down
the centuries, due to man’s exploration of his world
2. Learner-centered view of curriculum: Relates
knowledge to the individual’s personal and social
world and how he or she defines reality.
Gerome Bruner: “Knowledge is a model we construct
to give meaning and structure to regularities in
experience”

6. 1. Planning
2. Content
Criteria used in selection of subject matter for the curriculum:
1. self-sufficiency – “less teaching effort and educational
resources, less learner’s effort but more results and effective
learning outcomes – most economical manner (Scheffler, 1970)
2. significance – contribute to basic ideas to achieve overall aim
of curriculum, develop learning skills
3. validity – meaningful to the learner based on maturity, prior
experience, educational and social value
4. utility – usefulness of the content either for the present or the
future
5. learnability – within the range of the experience of the learners
6. feasibility – can be learned within the tile allowed, resources
available, expertise of the teacher, nature of learner

7. 1. Planning
2. Content
Principles to follow in organising the learning contents (Palma, 1992)
1. BALANCE . Content curriculum should be fairly distributed in depth and
breath of the particular learning are or discipline. This will ensure that
the level or area will not be overcrowded or less crowded.
2. ARTICULATION. Each level of subject matter should be smoothly
connected to the next, glaring gaps or wasteful overlaps in the subject
matter will be avoided.
3. SEQUENCE. This is the logical arrangement of the subject matter. It refers
to the deepening and broadening of content as it is taken up in the
higher levels.
4. The horizontal connections are needed in subject areas that are similar
so that learning will be elated to one another. This is INTEGRATION.
5. Learning requires a continuing application of the new knowledge, skills,
attitudes or values so that these will be used in daily living. The constant
repetition, review and reinforcement of learning is what is referred to as
CONTINUITY.

8. 1. Planning
3. Learning Experiences
• Instructional strategies and methods will link to
curriculum experiences, the core and heart of the
curriculum.
• The instructional strategies and methods will put into
action the goals and use of the content in order to
produce an outcome.
• Teaching strategies convert the written curriculum to
instruction. Among these are time-tested methods,
inquiry approaches, constructivist and other emerging
strategies that complement new theories in teaching and
learning. Educational activities like field trips, conducting
experiments, interacting with computer programs and
other experiential learning will also form par of the
repertoire of teaching.

9. 1. Planning
3. Learning Experiences
• Whatever methods the teacher utilizes to implement the
curriculum, there will be some guide for the selection and use,
Here are some of them:
1. teaching methods are means to achieve the end
2. there is no single best teaching method
3. teaching methods should stimulate the learner’s desire to
develop the cognitive, affective, psychomotor, social and
spiritual domain of the individual
4. in the choice of teaching methods, learning styles of the
students should be considered
5. every method should lead to the development of the learning
outcome in three domains
6. flexibility should be a consideration in the use of teaching
methods

10. 1. Planning
4. Evaluation
• To be effective, all curricula must have an
element of evaluation.
• Curriculum evaluation refer to the formal
determination of the quality, effectiveness or
value of the program, process, and product of
the curriculum.
• Several methods of evaluation came up. The
most widely used is Stufflebeam's CIPP Model.
• The process in CIPP model is continuous and
very important to curriculum managers.

11. 1. Planning
4. Evaluation
CIPP Model –
• Context (environment of curriculum),
• Input (ingredients of curriculum),
• Process (ways and means of implementing),
• Product accomplishment of goals)- process is
continuous.

12. 1. Planning
4. Evaluation
• Regardless of the methods and materials evaluation will utilise, a
suggested plan of action for the process of curriculum evaluation is
introduced. These are the steps:
1. Focus on one particular component of the curriculum. Will it be subject
area, the grade level, the course, or the degree program? Specify
objectives of evaluation.
2. Collect or gather the information. Information is made up of data
needed regarding the object of evaluation.
3. Organise the information. This step will require coding, organizing,
storing and retrieving data for interpretation.
4. Analyze information. An appropriate way of analyzing will be utilized.
5. Report the information. The report of evaluation should be reported to
specific audiences. It can be done formally in conferences with
stakeholders, or informally through round table discussion and
conversations.
6. Recycle the information for continuous feedback, modifications and
adjustments to be made.

13. 1. Planning
Representative Curriculum Designs
1. Subject-centered Design
2. Learner-centered Design
3. Problem-centered Design

14. 1. Planning
1. Subject-centered design
• Most popular and widely used.
• Heavily draws on Plato’s academic idea.
• Schools have a strong history of academic
rationalism
• The materials available for school use reflect
content organisation.

15. 1. Planning
2. Learner-centered design
• Found more frequently at the elementary
than the secondary school level.
• In elementary schools, teachers tend to
stress the whole child.
• In secondary schools, the emphasis is more
on subject-centered designs, largely because
of the influence of textbooks, and the
colleges and universities at which the
discipline is a major organiser for the
curriculum.

16. 1. Planning
3. Problem-centered design
• Focus on real-life problems of individuals and
society.
• Intended to reinforce cultural transitions and
address unmet needs of the community and
society.
• It is based on social issues.

17. 2. Implementing
• Entails putting into practice the officially
prescribed courses of study, syllabuses and
subjects.
• Involves helping the learner acquire
knowledge or experience.
• It is also the stage when the curriculum itself,
as an educational program, is put into effect.

18. 2. Implementing
• The teacher is the key agent in the
curriculum implementation process.
• Implementation requires adjusting personal
habits, ways of behaving, program emphases,
learning spaces, and existing curricula and
schedules.
• To implement a curriculum change,
educators must get people to change some
of their habits and possibly, views.

19. 2. Implementing
Types of Curriculum Change
1. Substitution: one element may be substituted for
another already present. E.g. the substituting of the
new textbook for an old one.
2. Alteration: This occurs when a change is introduced
into existing material in the hope it will appear minor
and thus be readily adopted. E.g. introducing new
content such as road safety in the primary school
curriculum.
3. Perturbations: These are changes that are disruptive
but teachers adjust to them within a short period of
time. E.g. the assistant principal changes the
timetable to allow for longer teaching time.

20. 2. Implementing
Types of Curriculum Change
4. Restructuring: These are changes that lead to
modification of the whole school system. E.g.
the introduction of an integrated curriculum
requires team teaching, or involving the local
community in deciding what is to be taught.
5. Value-orientation changes: These are the shifts
in the fundamental value orientations of school
personnel. E.g. if the new teachers who join the
school place more emphasis on personal growth
of students than academic performance, then
the value orientation of fundamental
philosophies of the school changes.
(Ornstein & Hunkins, 2014, p.226)

21. 2. Implementing
Resistance to Curriculum Change
1. Lack of ownership
2. Lack of benefits
3. Increased burdens
4. Lack of administrative support
5. Loneliness
6. Insecurity
7. Norm incongruence
8. Boredom
9. Chaos
10. Differential knowledge
11. Sudden wholesale change
12. Unique points of resistance

22. 2. Implementing
Curriculum Implementation Models
1. Overcoming resistance to change (ORC)
2. Organisational development (OD)
3. Concerns-based adoption (CBA)
4. System model
5. Educational change

23. 2. Implementing
Overview of Curriculum Implementation Models
Model Author-
Originator
Assumptions Key players Types of Change
Process Engged
1.
Overcoming
resistance
to change
(ORC)
Neal Gross •Resistance to change is
natural.
•Need to overcome
resistance at outset of
innovation activities.
•Must address concerns
of staff.
Administrators,
directors,
teachers,
supervisors
Empirical
change strategy
Planned change
strategy
2.
Organisatio
nal
developmen
t (OD)
Richard
Schmuck
and
Matthew
Miles
Top-down approach
(vertical organisation).
Stress on organisational
culture.
Implementation is an
ongoing interactive
process.
Administrators,
directors,
supervisors
Empirical,
rational change
strategy
Planned change
strategy

24. 2. Implementing
Overview of Curriculum Implementation Models
Model Author-
Originator
Assumptions Key players Types of Change
Process Engged
3. concern-
based
Adoption
(CBA)
F.F. Fuller •Change is personal.
•Stress on school culture.
Teachers Empirical
change strategy
Planned change
strategy
4. Systems
Model
Rensis
Likert and
Chris
Argyns
•The organisation is
composed of parts, units
and departments.
•Linkages between
people and groups.
•Implementations consist
of corrective actions.
Administrators,
directors,
teachers,
supervisors
Normative,
rational change
strategies
Planned change
strategy

25. 2. Implementing
Overview of Curriculum Implementation Models
Model Author-
Originator
Assumptions Key players Types of Change
Process Engged
5.
Educational
Change
Michael
Fullan
•Successful change
involves need, clarity,
some complexity, and
quality of programs
Administrators,
teachers,
students, school
board,
community
members, and
government
Rational change
strategies.
(Ornstein & Hunkins, 2014, p.236)

26. 2. Implementing
Key
Players
Students
Teachers
Supervisors
Principals
Curriculum
Directors
Curriculum
Consultants
Parents and
Community
Members

27. 3. Evaluating
Why we should evaluate curriculum?
• Students could be dissatisfied with the current
curriculum and methods of teaching.
• Students are not achieving the desired goals
set in the curriculum.
• There is a change in the student market.
• The professional expectations could be
changing, which in turn call for a change in the
curriculum.
• There could also be changes in the time and
staff resources.

28. 3. Evaluating
• The need to evaluate curriculum arises
because it is necessary for both teachers and
students to determine the extent to which
their current curricular program and its
implementation have produced positive and
suitable outcomes for students.
• To evaluate curricular effectiveness we must
identify and describe the curriculum and its
objectives first and then check its contents
for accuracy, comprehensiveness, depth,
timeliness, depth and quality.

29. 3. Evaluating
• A curriculum can be evaluated by the results that it
claims to achieve and the teachings that it inculcates in
the students.
• You can look at the following factors while evaluating a
curriculum:
– Does the curriculum encourage students to use their own
reasoning and thinking to find solutions to real-world
problems in a more productive and realistic way?
– Does it give them a practical knowledge about the topic
being taught?
– Does it help students to adopt lateral thinking and form
their opinions about a particular topic or concept?
– Does the curriculum groom their personality?

30. 3. Evaluating
In order to conduct a thorough curriculum
evaluation you must:
• Focus on one particular curriculum program or
compare two or three programs at once.
• Use a recognised methodology for evaluation.
• Study a large portion of the curriculum that is
being evaluated.

31. Tutorial 2b
Group work
• Read the following chapters from Ornstein and
Hunkins (2014):
– Chapter 6 Curriculum Design (pg 151 – 175)
– Chapter 8 Curriculum Implementation (pg 221 – 240)
– Chapter 9 Curriculum Evaluation (pg 243 – 275)
• Based on your readings, find the answers for the
focusing questions in the beginning of the
chapter. Present your answers in class.
• Discuss which curriculum design is most
common place in Malaysian schools (for Chapter
6 only)?

32. References
Ornstein, A.C. & Hunkins, F.P. (2014). Curriculum:
Foundations, principles and issues. (6th. ed).
Essex: Pearson Edu. Ltd.