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    Misamis Oriental Institute of Science and Technology

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    Christy EXAMINADA
    The document outlines the fundamentals of curriculum design, including identifying intended learning outcomes, content, teaching methods, and assessment. It discusses different approaches to curriculum design like subject-centered, learner-centered, and problem-centered approaches. Key elements of curriculum design are also explained, such as behavioral objectives, subject matter, references, teaching methods, and assessment.

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    Misamis Oriental Institute of Science and Technology

    Uploaded by

    Christy EXAMINADA
    155 views6 pages
    The document outlines the fundamentals of curriculum design, including identifying intended learning outcomes, content, teaching methods, and assessment. It discusses different approaches to curriculum design like subject-centered, learner-centered, and problem-centered approaches. Key elements of curriculum design are also explained, such as behavioral objectives, subject matter, references, teaching methods, and assessment.

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    Module 4 Curriculum

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    The document outlines the fundamentals of curriculum design, including identifying intended learning outcomes, content, teaching methods, and assessment. It discusses different approaches to curriculum design like subject-centered, learner-centered, and problem-centered approaches. Key elements of curriculum design are also explained, such as behavioral objectives, subject matter, references, teaching methods, and assessment.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    155 views6 pages

    Misamis Oriental Institute of Science and Technology

    Uploaded by

    Christy EXAMINADA
    The document outlines the fundamentals of curriculum design, including identifying intended learning outcomes, content, teaching methods, and assessment. It discusses different approaches to curriculum design like subject-centered, learner-centered, and problem-centered approaches. Key elements of curriculum design are also explained, such as behavioral objectives, subject matter, references, teaching methods, and assessment.

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    © All Rights Reserved
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    of 6

    MISAMIS ORIENTAL INSTITUTE OF SCIENCE AND TECHNOLOGY

    Sta. Cruz, Cogon, Balingasag, Misamis Oriental


    Tel. No. 333-5054, Cell No. 09652357351
    COURSE EED 312 MODULE NO. 4
    CODE:
    COURSE The Teacher and The School DATE: Sept.28- October
    TITLE: Curriculum 3, 2020

    INTRODUCTION:
    Module 4 provides information that a curriculum as a planned sequence of learning experiences
    should be in the heart and mind of every teacher. Designing a curriculum is a very challenging task. It is
    where the style and creativity of the teacher come in.
    INTENDED LEARNING OUTCOMES:
    1.identify the fundamentals of curriculum designing
    2.Appreciate the task of designing a curriculum
    3.Annalyze the approaches in the light of how these are applied in the school setting.
    ACTIVITY:
    1.Buzzing activity & Computer Aided Instruction.
    2.After the 15 minutes facilitating; Let the team of the 5 member to prepare at least 3 sample on
    the Curriculum focusing on the definition, approaches and mapping.
    3. How does it work?

    DISCUSSION:
    Fundamentals Of Curriculum Designing
    Building on Peter Oliva’s 10 Axioms for Curriculum Designers
    Before a teacher designs a curriculum , it would be of great importance to connect to the
    fundamental concepts and ideas about the curriculum mentioned in Modules 1 and 2. Every curriculum
    designer, implementer, or evaluator should take in mind the following general axioms as a guide in
    curriculum development (Oliva,2003):
    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 changes 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.
    (Reporters: Explain clearly each of the following general axioms.)

    For most curricula the major components or elements are answers to the following questions:
    1.What learning outcomes need to be achieved?(Intended Learning Outcomes)
    2.What content should be included to achieved the learning outcomes?(Subject Matter)
    3.What learning experiences and resources should be employed?(Teaching – learning Method)
    4.How will the achieved learning outcomes be measured?(Assessment of Achieved Learning
    Competencies)
    Elements or Components of a Curriculum Design
    There are many labels or names for curriculum design. Some would call it a syllabus, or a lesson
    plan. Some would call it a unit plan or a course design.
    Let us take the Lesson Plan as a miniscule curriculum. A lesson plan or teaching guide includes:
    (1)Intended Learning Outcomes (ILO)or the Desired Learning Outcomes(DLO) formerly labelled as
    behavioral objectives,(2) Subject Matter or Content (3) Teaching and Learning Methods, and (4)
    Assessment Evaluation. Each of these components or elements is described below.
    I. Behavioral Objectives or Intended Learning Outcomes
    II. Content/Subject Matter
    III. References
    IV. Teaching and Learning Methods
    V. Assessment /Evaluation
    (Reporters: Explain clearly each of the following elements or components of a curriculum design.)
    Application of the Fundamental Components to Other Curriculum Design
    While our examples refers only to designing a lesson plan which is a mini curriculum, similar
    components will also be used in making a syllabus for teaching in higher education courses or other
    curricular projects.
    Major Components of a Course Design or Syllabus
    1.Intenede Outcomes (or objectives)
    2.Content/Subject Matter (with references)
    3.Methods/ Strategies (with needed resources)
    4.Evaluation (means of assessment)
    Lesson II. APPROACGHES TO CURRICULUM DESIGNING
    Types of Curriculum Design Models
    There are many ways of looking at curriculum and designing one. For our own purposes , let us
    focus on the most widely used examples.
    1.Subject – Centered Design
    1.1 Subject design
    1.2 Discipline design
    1.3Correlation Design
    1.4 Broad filed design/interdisciplinary
    2. Learner – Centered Design
    2.1Child – centered design
    2.2Experience – centered design
    2.3Humanistic Design
    3.Problem – Centered Design
    3.1Life – situation Design
    3.2 Core problem design
    (Reporters: Explain clearly each of the following types of curriculum design models.)
    Approaches to Curriculum Design
    1.Child or Learner – Centered Approach
    2. Subject – Centered Approach
    3. Problem – Centered Approach
    ((Reporters: Explain clearly each of the following approaches to curriculum design including the
    principles and how each be characterized.)
    EXERCISE/S:

    Name: Subject:

    Name:

    Year and Section: Instructor:

    Exercise 1. Finding an Example


    Instructions: With a partner.

    1.Secure a copy of a sample lesson plan (google)


    2.Using the matrix given below , analyze the sample you secured and give your suggestions based on
    the principles and concepts you learned in this modules.

    Components Copy from the Sample Your comments/suggestion


    Title of the Lesson Plan
    Intended learning
    Outcomes/Objectives

    Content/Subject Matter

    Methods/Strategies

    Evaluation/Assessment
    ASSESSMENT/S:

    Name: Subject:

    Year and Section: Instructor:

    Test I. Identify what kind of design and approach are utilized in the following descriptions.
    _________1.Only students who master the subject content can succeed.
    _________2. Students are encouraged to work together to find answers to their task.
    _________3. No learner is left behind in reading , writing and arithmetic.
    _________4.School means survival of the fittest.
    _________5. Teacher extends class because the children have not mastered the lesson.
    _________6.Lesson deals with finding solution to every problem.
    _________7. Differentiated instruction should be utilized for different ability groups.
    _________8. Accumulation of knowledge is the primary importance in teaching.
    _________9.Learning how to learn is observable among students.
    _________10. Students are problem – finders and solution – givers.

    RESOURCES:

    1.Curriculum Development by Purita P. Bilbao, Ed.D. (Textbook)

    2. www. Unesco.org/ education/pdf/24 .234 pdf

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