Chapter 2 On Curriculum Development by Cariza Flores

CHAPTER 2:
CRAFTING THE CURRICULUM

MODULE 3: THE TEACHER AS A CURRICULUM DESIGNER
LESSON 1: FUNDAMENTALS OF
CURRICULUM DESIGNING
PRESENTED BY: CARIZA A. FLORES
PETER OLIVA’S 10 AXIOMS FOR CURRICULUM DESIGNER

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. Curriculum development starts from where the curriculum is.
For most curricula the major components or elements are answers to the following
question:
1. What learning outcomes need to be achieved? (INTENDED LEARNING
OUTCOMES)
2. What content should be included to achieve the learning outcomes?
(SUBJECT MATTER)
3. What learning experiences and resources should be employed? (TEACHING-
LEARNING METHODS)
4. How will the achieved learning outcomes be measured? (ASSESSMENT OF
ACHIEVED LEARNING OUTCOMES)
ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN
I. BEHAVIORAL OBJECTIVES OR INTENDED LEARNING OUTCOMES

Begin with the end in view.
These are reasons for undertaking the learning lesson from the student's point of
view.
This is what to be achieved after the discussion.
The outcome must fit to the learning level of the students.
It should be SMART: Specific, Measurable, Attainable, Result oriented and Time
bound.
II. CONTENT / SUBJECT MATTER

Is the topic or the subject matter that will be covered?
In selecting the content, it is important to bear in mind the following:
 It 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 and if possible, should reflect current knowledge and
concepts.
III. REFERENCES
It tells where the content or subject matter has been taken.
It may be a book, module or any publication.
It must bear the author of the material and if possible, the publications.
IV. TEACHING AND LEARNING METHODS

These are the activities where the learners derive experiences.
It should allow cooperation, competition, as well as individualism or independent
learning among the students.
V. ASSESSMENT OR EVALUATION
This is to know if learning occurs to the students.
It has three domains:
SELF-ASSESSMENT-through which students learn to monitor their own learning.
PEER ASSESSMENT-students provide feedback on each other’s learning.
TEACHER-ASSESSMENT-the teacher prepares and administers tests and gives
feedback on the students’ performance.
ASSESSMENT MAY BE:
FORMATIVE
Providing feedback to help student learn more
SUMMATIVE
Expressing a judgement on the student’s achievement by reference to stated criteria.
Usually involves the allocation of marks or grades
LESSON 2: APPROACHES TO CURRICULUM DESIGNING
TYPES OF CURRICULUM DESIGN MODELS
1. SUBJECT-CENTERED DESIGN
This is a curriculum design that focuses on the content of the curriculum. It
corresponds mostly to the textbook because textbooks are usually written based on
the specific subject or course.
1.1 SUBJECT DESIGN – what subject are you teaching? What subject are you
taking? It is the oldest and so far the most familiar design for teachers, parents
and other laymen.
1.2 DISCIPLINE DESIGN – this design model focuses on academic discipline.

DISCIPLINE refers to specific knowledge learned through a method which the
scholar used to study a specific content of their fields.
1.3 CORRELATION DESIGN – coming from a core, correlated design links separate
subject design in order to reduce fragmentations. Subject are related to one another
and still maintain the identity of the subject.
1.4 BROAD FIELD DESIGN/ INTERDISIPLINARY – this is the variation of the

subject-centered design. It was made to cure the compartmentalization of the
separate subject and integrate the contents that are related to each other.
2. LEARNER-CENTERED DESIGN
Among the progressive educational psychologist, the learner is the center of the
educative process. This emphasis is very strong in the elementary level, however;
more concern has been placed on the secondary and even the tertiary level.
2.1 CHILD-CENTERED DESIGN – it is anchored on the needs and interests of the

child. Learning is a product of the child’s interaction with the environment.
2.2 EXPERIENCE-CENTERED DESIGN – the experiences of the learners become

the starting point of the curriculum. Activities revolve around different emphasis such
as touching, feeling, imagining, constructing, relating and others.
2.3 HUMANISTIC DESIGN – the development of self is the ultimate objective of the
learning. It stresses the whole person and the integration of thinking, feeling and
doing. It considers the cognitive, affective and psychomotor domains to be
interconnected and must be addressed in the curriculum
3. PROBLEM-CENTERED DESIGN
It draws on social problems, needs, interest and abilities of the learners.
In this curriculum, content cut across subject boundaries and must be based on the
needs, concerns and abilities of the students.
3.1 LIFE-SITUATIONS DESIGN – what makes the design unique is that the contents
are organized in ways that allow students to clearly view problem areas.
3.2 CORE PROBLEM DESIGN – it centers on general education and the problems
are based on the common human activities
APPROACHES TO CURRICULUM DESIGN
A. CHILD OR LEARNER CENTERED APPROACH
PRINCIPLES:
1. Acknowledge and respect the fundamentals rights of the child.
2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in the multicultural classroom.
4. Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.
B. SUBJECT-CENTERED APPROACH
PRINCIPLES:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may be detached
from life.
3. The subject matter serves as means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher’s role is to dispense the content.
C. PROBLEM-CENTERED APPROACH
VIEWS AND BELIEFS:
1. The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and problems
in seeking solutions. Learners are problem solvers themselves.

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CHAPTER 2:

CRAFTING THE CURRICULUM

PRESENTED BY: CARIZA A. FLORES

PETER OLIVA’S 10 AXIOMS FOR CURRICULUM DESIGNER

ELEMENTS OR COMPONENTS OF A CURRICULUM DESIGN

I. BEHAVIORAL OBJECTIVES OR INTENDED LEARNING OUTCOMES

II. CONTENT / SUBJECT MATTER

IV. TEACHING AND LEARNING METHODS

ASSESSMENT MAY BE:

LESSON 2: APPROACHES TO CURRICULUM DESIGNING

TYPES OF CURRICULUM DESIGN MODELS

1.2 DISCIPLINE DESIGN – this design model focuses on academic discipline.

1.4 BROAD FIELD DESIGN/ INTERDISIPLINARY – this is the variation of the

2.1 CHILD-CENTERED DESIGN – it is anchored on the needs and interests of the

2.2 EXPERIENCE-CENTERED DESIGN – the experiences of the learners become

APPROACHES TO CURRICULUM DESIGN

A. CHILD OR LEARNER CENTERED APPROACH

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