Curriculum (Education)
Curriculum (Education)
Curriculum (Education)
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 developers should begin with existing curriculum. An existing design is
a good starting point for any teacher who plans to enhance and enrich curriculum.
Building upon the ideas of Oliva, let us continue learning how to design a
curriculum by identifying components. For most curricula the major components or
elements are answer the following questions:
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 shall be employed? (TeachingLearning Methods)
4. How will the achieved learning outcomes be measured? (Assessment of
Achieved Learning Outcomes)
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.
Whatever is the name of the common components for all of them are almost the
same. However some schools, institutions or departments may add other minor
parts or trimmings to the design.
Let us take the Lesson Plan as a miniscule curriculum. For a lesson plan or
teaching guide includes (1) Intended Learning Outcomes (ILO) or the Desired
Learning Outcome (DLO) was formerly labelled as behavioural 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.
II.
III.
IV.
V.
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 Environmental Education, Bethesda, MD
2. Shipman, James and Jerry Wilson, et al (2009). An Introduction to
Physical Science. Houghton Mifflin Co. Boston MA
3. Romo, Salvador B. (2013). Horticulture an Explanatory Course. Lorimar
Publishing Inc. Quezon City
4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012). The Teaching
Profession 2nd Ed. Lorimar Publishin Inc. Quezon City
Teaching and Learning Methods
These are the activities where the learners derive experiences. It is always
good to keep in mind the teaching strategies that students will experience
(lectures, laboratory classes, fieldwork 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.
Students are guided to learn on their own to find solutions to
their problems. The role of the teachers is to guide the learners.
Democratic process in encouraged, and each one contributes to
the success of learning. Students learn from each other in ways.
Group projects and activities considerably enhance the
curriculum.
Independent learning activities allow learners to develop
personal responsibility. The degree of independence to learn how
to learn is enhanced. This strategy is more appropriate for fast
learners.
Competitive activities, where students will test their
competencies against another in a healthy manner allow
learners to perform to their maximum. Most successful
individuals in their adult life are competitive, even in early
schooling. They mostly become the survivors in a very
competitive world.
The use of various delivery modes to provide learning
experiences is recommended. Online learning and similar modes
are increasingly important in many curricula but these need to
be planned carefully to be effective.
Assessment/ Evaluation
Learning occurs most effectively when students receive feedback, i.e.
when they receive information on what they have (and have not)
already learned. The process by which this information is generated is
assessment. It hat three main forms.
Self-assessment, through which a student learns to monitor and
evaluate their own learning. This should be significant element
All other traditional components are trimming that each designer may place. This
traditional part may be an institutional template, suggested by other curriculum
experts and as required by educational agencies like the Department of Education,
Commission on Higher Education, Accrediting Agencies, Professional Organizations
that would serve the purposes they intend to achieve.