GOOD AFTERNOON

MABUHAY AND BLESSED

BE GOD FOREVER
 PRESENTER'S

REYNALYN TORREGOZA JESSICA SAN GASPAR

ASHLEY KATE CAPUZ
 Lesson 1:
Fundamentals
of Curriculum
Designing
Group 1 : Reynalyn Torregoza, Ashley Kate Capuz
& Jessica San Gaspar
 Lesson Objectives
The following presentation and collection of
resources will focus on students developing the
skills to achieve the following:

1 2 3
Know how to use the
Know the Appreciate the
different components of
fundamentals of task of designing
designing in the future
curriculum designing a curriculum
purposes
 Fundamentals of
Curriculum Design
Building on Peter Olivia's 10
Axioms for Curriculum Designer
 1. Curriculum change is inevitable,
necessary and desirable

One of the characteristics of curriculum is its being

dynamic. Societal development and knowledge
revolution come so fast that the need to address
the changing condition.
 2. Curriculum reflects
as a product of its time
relevant curriculum should respond tochanges
brought about by current social forces,
philosophical positions, psychological principles,
new knowledge and educational reforms.
This is called timelines.
 3. Curriculum changes made earlier can exit
concurrently with newer curriculum change

A revision in a curriculum starts and ends slowly. More

often, curriculum isgradually phased in and phased out
thus the change that occurs can coexist andoftentimes
overlaps for long periods of time.
 4. Curriculum change depends on
who will implement the change

Teacher who will implement the curriculum should be

involved in its development, hence should know how
to design a curriculum. This will assure an effective
and long lasting change.
 5. Curriculum development is a
cooperative group activity

Group decisions in some aspects of curriculum development are

suggested. Consultations with stakeholders when possible will add to
sense of ownership. Any significant change in the curriculum should
involve a broad range of stakeholders to gain their understanding,
support and input .
 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 multicultural groups,what methods or
strategies and what type of evaluation to use.
 7. Curriculum development is an
ongoing process
Continuous monitoring, examination,evaluation and
improvement of curricula are to be considered in the design
of the curriculum. As the needs of learners change, as
society changes, and as new knowledge and technology
appear, the curriculum must change.
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; intended outcomes clearly established,
support resources and needed time available and
teaching staff pedagogically equipped .
 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. An existing design is a good
starting point for any teacher who plans to enhance and
enrich a curriculum.
 For most curricula the major components or elements
are answers to the following questions:

1. What learning outcomes need to be 3.What learning experiences and

resources shall be employed?
achieved? (Intended Learning Outcomes)
(Teaching-Learning Methods)

2. What content should be included to

4. How will the achieved learning
achieve the learning outcomes? (Subject
outcomes be measured? (Assessment
Matter) of achieved learning outcomes)
 Elements or
Components
of a Curriculum
Design
 Behavioral
objectives/learning Content/Subject Matter
outcomes

Reference

Teaching and learning

Assessment/Evaluation
methods
 I. BEHAVIORAL OBJECTIVES OR
INTENDED LEARNING OUTCOMES

- it is the reasons for understaking the learning

lessons from student's point of view; it is the
desired learning outcome that is to be
accomplished in a particular learning episode,
engaged by the learners under the guidance of
the teacher.
>>BLOOM'S TAXONOMY
OF OBJECTIVES

- it is the development
of the cognitive skills.
For the affective skills the taxonomy made by
Karthwohl and for the psychomotor domain
by simpson. The statement should be:

S-pecific
M-easurable
A-ttainable
R-esult oriented
T-ime bound
In framing learning
outcomes, it is good
practice to:

Express each outcome in

terms of what successful
students will be able to do.
Include different kinds of
outcomes.
 II. CONTENT / SUBJECT
MATTER

-the content of the lesson or

unit is the topic or subject
matter that will be covered.
Content / subject matter of
curriculum
In selecting content, you should bear in mind the
following principles in addition to those mentioned
about the content in previous lesson.

First Second Third

An effective Subject matter Subject matter

curriculum is should be up to
should be
purposive and date and, if possible
appropriate to the
clearly focused on it should reflect
level of the lesson current knowledge
the planned or unit .
learning outcomes. and concepts.
 REFERENCES
-follows the content. It tells
where the content or subject
matter has been taken.
 Examples of references:
01 02

Project Wild (1992) K to 12 Shipman, James and

Activity Guide, An Jerry Wilson , et al
Interdisciplinary, (2009) . An
Supplememtary Conservation
and Environmental Education
Introduction to
Program. Council of Physical Science.
Environmental Education, Hougton Mifflin Co.
Bethesda, MD Boston MA
 III. TEACHING &
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 examples:

Ex. #1 Ex. #2 Ex. #3

>>Cooperative >>Independent >>Competitive
activities, where
Learning Learning
student will test their
activities allow
activities competencies against
learners to another in a healthy
allow students manner allow
develop personal
to work responsibility.
learners to perform
to their maximum.
together.
SOME BEHAVIORIST
TEACHING LEARNING
METHODS
 State learning
Objectives/Outcomes

Begin lesson with a short statement of

Review objective or desired lexson learning outcomes ASSESS PERFORMANCE

Introduce short review of Obtain student success rate

of 80 percent or more during
previous or prerequisite learning. practice session

Direct instruction:
Provide feedback
Barak Rosenshine
Present new materials

Present materials in Model Provide systematic

small, sequenced manner feedback and corrections.

Check for
Explain
understanding
clear and detailed instructions Ask several questions,
and explanations.
PRACTICE
assess students
GUIDE comprehension.
Provide active practice Guide students during initial practice, or
for all students provide seatwork activities.
 REVIEW
Focus on previous lesson, ask students to INDEPENDENT PRACTICE
Anticipatory set summarize mam ponts.
Assign independent work or practice
when it is reasonably sure that
Focus student's attention on new students can work on their ows with
lesson. Stimulate intérest in the ünderstanding and minimal frustration.
new materials.
Guided Instructions:
Objective Guided Practice
Madeline Hunter
State explicitly what is to
be leamed, state rationale
model Periodically ask students questions
and check their answers. Again
or how it will be useful. monitor understanding

Input Check for

understanding
Monitor students work before
Identify needed knowledge and skills
they become involved in lesson
for learning new lesson, present
materials in sequenced steps MODELING activities, check to see they
Provide several examples or understand directions or tasks
demonstrations throughout the lesson.
 Clarify
Explain to students what they are expected to
Inform learn. ASSESSED PERFORMANCE

Teach the lesson, relying on the . At least 75% of the students

should achieve mastery by the
whole group instrution summative test.

Mastery Learning:
Pretest JH Block and Post test
Give a formative quiz on a Lorin Anderson Give a summary test for
no fault-basis, students can
check their own paper Model non-mastery group.

Group Monitor

Based on results, divide the class into Monitor student progress;

mastery and non- mastery groups ENRICH AND CORRECT vary amount of teacher time
(80% is considered mastery). and support for each group
Give enrichment instruction to mastery group. Give corrective based on group size and
(practice drill) to non-mastery group. performance,
 Review
Review concepts and skills related to homework,
Development provide review exercises. SPECIAL REVIEWS

Promote students understanding, Provide weekly reviews to

check and further maintain
provide controlled practice and enhance leaming

Systematic Instruction:
Thomas Good and
Assess comprehension
Homework
Ask questions, provide Jere Brophy Assign homework regularly:
controlled practice
provide review problems

Seatwork
Accountability

Provide uninterrupted Check the students work

seatwork, get everyone
involved, sustain momentum
 IV. ASSESSMENT/
EVALUATION
-Learning occurs most effectively
when students receive feedback, ie,
when they receive information on
what they have already (and have not)
learned.
 Three Main Forms

1.) Self-assessment, through

which students learn to
monitor and evaluate their
own learning.
 Three Main Forms

2.) Peerassessment, in
which students provide
feedback on each
other's learning.
 Three Main Forms
3.) Teacher assessment, in
which the teacher prepares
and administers tests and
gives feedback on the
student's performance.
 Application of
Fundamentals
Components to other
Curriculum Design
 Application of the Fundamental
Components to Other Curriculum

Every type of curriculum has unique benefits

and considerations. Depending on the learning
objectives, learner characteristics, and the
setting it will be utilized a particular
curriculum will be chosen.
 Major components of a
Course Design or Syllabus
1. Intended
2. Content/
Outcomes Subject
Based on the curriculum (Objectives) Matter (with
models we have learned, the references)
fundamental components
include the following:
3.Methods/
Strategies (with
needed resources)
Major components of a Course
Design or Syllabus

4. Evaluation (means
of assessment)
THANK
YOU!!