CURRICULUM DESIGN APPROACHES

OVERVIEW

This learning episode presents the topic on curriculum design approaches. It aims to
provide a review of the concepts related to the topic, allow the student to conduct an interview
on the use approaches in a school setting, and draw out the student’s reflection how the different
approaches impact the student’s learning.

The field study plan will guide the student in the steps that he or she will go through as
he or she engages in the field study experience. In this learning episode, the students will
encounter an activity entitled Activity 9.1 Checking the use of Curriculum Design Approaches.

At the end of the activity, the student will be asked to answer processing questions in
order to examine what he or she has gleaned on it. The student will be also asked to provide his
or her insights and reflection, as well as five key learning points from the entire learning episode.
Afterward, the instructor shall evaluate the student’s performance during the learning episode
and ask the students to accomplish the documentation/portfolio requirement to further enhance
the student’s field study observations.

LEARNING OBEJECTIVES
At the end of this learning episode, the students shall be able to:
1. Review the different curriculum design approach.
2. Visit a school to observe the use of different curriculum design approaches; and
3. Reflect on how different curriculum design approaches contribute to student’s
learning.

CONCEPT DISCUSSION
There are three major curriculum design approaches that are used by teachers and
curriculum practitioners.
1. Child-or Learner-centered Approach. This approach considers the child as the center
of the learning process. The child’s background is considered, specifically including his
or her needs, interests and abilities. Different media are used to allow the child
explore himself or herself on order to direct the course of the curriculum.

2. Subject-centered Approach. This approach is focused on the subject matter. The

process of learning is contained within the classroom, without the emphasis on the
life outside of the classroom. The exploration and identification of problems are
processed through the subjected matter at hand.

3. Problem-centered Approach. This approach considers problem as part of life that

children or students will get to experience. Thus, they are assisted by engaging them
in problem-solving activities and training them to become independent learners. They
may be assigned to varied roles, tasks or responsibilities through their involvement in
activities where they encounter problems. From this, they are challenged to find
solutions.
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one’s guide in the implementation
of this field study. Although the plan is set to contained the required steps, one may integrate
other steps seen to be necessary in the efficient conduct of this field study. A table is provided to
accommodate other necessary steps not included in the set plan.

1 2

APPROVED

Send a letter requesting

Wait for the approval to
for permission to the conduct the study
school to be visited and
observed

3
? ...

Conduct field
4 study once
5
approved

Present the
Submit output to
observation results to
instructor
the teacher observed
 LEARNING EPISODE 9: CURRICULUM DESIGN APPROACHES

Other Steps Timeline

1.

2.

3.

4.

5.
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

FIELD STUDY ACTIVITY

FS4: LEARNING EPISODE 9

ACTIVITY 9.1: CHECKING THE USE OF CURRICULUM DESIGN APPROACHES

Field Study Student: _____________________________ Subject: _______________________

Resource Teacher: ______________________________ Teacher’s Signature: _____________
School: _______________________________________ Date of Observation: ____________
Grade/Year Level: ______________________________ Section: _______________________

INSTRUCTIONS: Using the checklist below, interview a teacher in the school you are tasked
to visit regarding how the curriculum design approaches are applied in his or her class.
Check
I. Child- or Learner-centered Approach
1. The child is at the center of the learning process.
2. The child is at the heart of the intervention initiatives.
3. The child’s background are of utmost importance.
4. Media is used as a tool of exploration of the self.
5. Designed activities are divided into units of work.

II. Subject-centered Approach

1. Process of learning is contained within the classroom.
2. Focused on the subject matter.
3. Does not emphasize Life outside the classroom.
4. The exploration and identification of problems are processed
through the subject matter discussed at hand.

III. Problem-centered Approach

1. The approach considers problems are part of life that children or
students will get to experience.
2. Learners are assisted by engaging them in problem-solving activities.
3. Students are trained to become independent learners.
4. Learners are assigned varied roles, tasks, or responsibilities where
they encounter problems.
5. Learners are considered problem-solvers.
 LEARNING EPISODE 9: CURRICULUM DESIGN APPROACHES

PROCESSING QUESTIONS AND ANALYSIS

1. Based on the items checked, which of the approaches is mostly used by the teacher?
Explain.

2. As a future teacher, which among the curriculum design approaches would you prefer
to use? Explain.

3. Is your choice similar to the one used by the teacher you interviewed? How does this
choice affect your aspiration as a future teacher?

INSIGHTS AND REFLECTION

What insights and reflection can you derive from the specific field study experience?
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

My key Learning Points

 STAKE HOLDERS IN
CURRICULUM DEVELOPMENT

OVERVIEW
This learning episode presents the topic on stakeholders in the curriculum development.
It aims to provide a review of the concepts related to the topic, allow the students to conduct an
interview to gain information on the roles and contribution the stakeholders in curriculum
development, and draw out the student’s reflection on the stakeholder’s impact on the student’s
development with respect to the curriculum development.

The field study plan will guide the student in the steps that he or she shall go through as
he or she engages in the field study experience. In this learning episode, the student will
encounter an activity entitled Activity 10.1 Knowing the Stakeholders.

At the end of the activity, the student will be asked to answer processing questions in
order to examine what he or she has gleaned from it. The student will also be asked to provide
his or her insights and reflection as well as five key learning points from the entire learning
episode. Afterward, the instructor shall evaluate the student’s performance during the learning
episode and ask the student to accomplish the document/portfolio requirement to further
enhance the student’s field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the student should be able to:
1. Review the concepts of the various stakeholders in curriculum development;
2. Conduct and interview and list down the roles and contributions of stakeholders to
curriculum development; and
3. Reflect on how stakeholders’ involvement in curriculum development impacts the
learning and development of the students

CONCEPT DISCUSSION
There are various stakeholders primarily involved in curriculum implementation.
Stakeholders are responsible for making sure the curriculum effectively addresses the needs of
students. The following are the most valuable stakeholders involved in curriculum development:

1. School Administrators. They are the curriculum managers that ensure that the right
people are hired to fill up various positions in a school such teachers and non-teaching
personnel. They see to it those prospective students are properly assessed, admitted
in school, and given the learning experience catered to their individual needs. They
lead the process of creating the curriculum as well as monitoring its implementation.

2. Teachers. They plan, write (through lesson plans), and implement the curriculum.
Aside from facilitating learning in the classroom, they are also involved in various
things in school such as acting as coordinators in school clubs and activities and other
committees created in school, evaluating the curriculum, and leading curriculum
change.
 LEARNING EPISODE 10: STAKE HOLDERS IN CURRICULUM DEVELOPMENT

3. Students. They are the reason the curriculum should exist. They are the primary
stakeholders of the curriculum development. The student’s backgrounds are given
utmost importance because the needs of the students are prioritized in curriculum
development. The success of a curriculum is measured by how much students learn
in class.

4. Parents. They are the one who send their sons and daughters to school, and they trust
that the school will be able to respond to the needs of their children. They are also
the best supporters of the school in terms of financial aspect, among others. In many
schools, the PTA, which stands for Parent-Teacher Association, may lead to
strengthening the bond or link between the home and school.

5. Community. The community serves as very important reference in the preparation of

a curriculum. A curriculum is designed to take into account the context of the
community, particularly in terms of the resources it can provide that will be beneficial
to the students’ learning.

6. Other Stakeholders. These are the members of the school board and local
government officials in the local community who are also involved in the education
system.

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one’s guide in the implementation
of this field study. Although the plan is set to contain the required steps, one may integrate other
steps seen to be necessary in the efficient conduct of this field study. A table is provided to
accommodate other necessary steps not included in the set plan.
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

1 2

APPROVED

Send a letter requesting Wait for the approval to

for permission to the conduct the study
school to be visited and
observed
3
? ...

Conduct field
4 study once
5
approved

Present the
Submit output to
observation results to
instructor
the teacher observed

Other Steps Timeline

1.

2.

3.

4.

5.
 LEARNING EPISODE 10: STAKEHOLDERS IN CURRICULUM DEVELOPMENT

FIELD STUDY ACTIVITY

FS4: LEARNING EPISODE 10

ACTIVITY 10.1: KNOWING THE STAKEHOLDERS

Field Study Student: _____________________________ Subject: _______________________

Resource Teacher: ______________________________ Teacher’s Signature: _____________
School: _______________________________________ Date of Observation: ____________
Grade/Year Level: ______________________________ Section: _______________________

INSTRUCTIONS: In the school you are tasked to visit, interview one representative of each
curriculum development stakeholder. Ask the description of their roles and contributions to
curriculum development in the school they are part of.

Roles and Contributions in Curriculum

Stakeholders
Development
1. School Administrators

2. Teachers

3. Students

4. Parents

5. Community

6. Other Stakeholders
 LEARNING EPISODE 10: STAKEHOLDERS IN CURRICULUM DEVELOPMENT

PROCESSING QUESTIONS AND ANALYSIS

1. How will you evaluate the roles of the stakeholders in the school that you are visiting?

2. Based on the roles of the stakeholders, what are the things that may need to address
more in the school that you are visiting? Explain.

3. Are the roles described b y the stakeholders significant to the effectiveness of the
curriculum in the school that you are visiting? Explain.

INSIGHTS AND REFLECTION

What insights and reflection can you derive from the specific field study experience?
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

My key Learning Points

 CURRICULUM EVALUATION AND
THE TEACHER

OVERVIEW
This learning episode presents the topic on curriculum evaluation and the teacher. It aims
to provide a review of the concepts related to the topic, perform an activity related to curriculum
evaluation, and draw the student’s reflection on the impact of curriculum activity on the
student’s learning.

The field study plan will guide the student in the steps that he or she shall go through as
he or she engages in the field study experience. In this learning episode, the student will
encounter an activity titled Activity 11.1 Assessing the Curriculum.

At the end of the activity, the student will be asked to answer processing questions in
order to examine what he or she has gleaned from it. The student will also be asked to provide
his or her insights and reflection, as well as five key learning points from the entire learning
episode. Afterward, the instructor shall evaluate the student’s performance during the learning
episode and ask the student to accomplish the document/portfolio requirement to further
enhance the student’s field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the student should be able to:
1. Review the concepts related to curriculum evaluation and the teacher;
2. Engage in a field activity related to curriculum evaluation and the teacher; and
3. Reflect on how curriculum evaluation impacts student’s learning in the classroom.

CONCEPT DISCUSSION
Evaluation is a way of knowing the exert of effectiveness and success of a certain tasks or
endeavors. For the school setting, it is of utmost importance to evaluate the curriculum led by its
administrators. Teachers have to be present in the curriculum evaluation because they are the
ones who implement it on a daily basis in the classroom.

The overall program (grade level, yea level, or college program) evaluation of the
curriculum is comprised of the following:
1. Vision and Mission of the school.
2. General descriptions of the program (K to 12 program majors)
3. Goals and objectives of the program
4. Course offerings specified in the program prospectus
5. Course syllabus for each course/subject
6. Lesson or learning plan (for each topic to be facilitated by the teacher in the
classroom)
 LEARNING EPISODE 11: CURRICULUM EVALUATION AND THE TEACHER

Vision and Mission General Descriptions

of the school of the Program

Goals and Objectives CURRICULUM General Descriptions

of the program EVALUATION AND of the Program
THE TEACHER

Course Lesson or Learning

Syllabus/Syllabi Plan

The Teacher

Figure 11.1: Curriculum evaluation and the teacher

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one’s guide in the implementation
of this field study. Although the plan is set to contain the required steps, one may integrate other
steps seen to be necessary in the efficient conduct of this field study. A table is provided to
accommodate other necessary steps not included in the set plan.
 LEARNING EPISODE 11: CURRICULUM EVALUATION AND THE TEACHER

FIELD STUDY ACTIVITY

FS4: LEARNING EPISODE 11

ACTIVITY 11.1: ASSESSING THE CURRICULUM

Field Study Student: _____________________________ Subject: _______________________

Resource Teacher: ______________________________ Teacher’s Signature: _____________
School: _______________________________________ Date of Observation: ____________
Grade/Year Level: ______________________________ Section: _______________________

INSTRUCTIONS: Interview any teacher in the school you are tasked to visit regarding the
overall curriculum of the school. Ask him or her to assess the curriculum using the evaluation
sheet below. The rating stands for: (5-Outstanding; 4-Above Average; 3-Average; 2-Below
Average; and 1-Needs Improvement

5 4 3 2 1
I. Vision and Mission of the School
1 Clearly Stated
2 Speaks of the school’s aspiration of the future
3 Specifically defines steps to take accomplish the vision
II. General Descriptions of the Program 5 4 3 2 1
1 Describes the general scope of the program
2 Clear in terms of the general direction of the program
Provides general concepts that shall be taken care of
3
in the program
III. Goals and Objectives of the Program 5 4 3 2 1
Describes the specific concepts that students will be
1
able to acquire
Specifically describes skills that students should be
2
able to learn
3 Specifies values espoused by the program
IV. Course/Subject Offerings 5 4 3 2 1
Subject offering is completely covered of the entire
1
program
2 Provides a prospectus or List of Course
Clearly provides descriptions of the course offered for
3
the program
V. Course Syllabus (sample) 5 4 3 2 1
1 Describe the general background of the program
2 Clearly states the goals and objectives of the course
Specifies all topics to be included in the course for the
3
entire year/semester
4 Objectives are set for each topic
5 Activities are stated for each topic
6 Assessment and evaluation are provided
7 Reference materials are stated
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

VI. Lesson or Learning Plan 5 4 3 2 1

1 Specifies intended learning outcomes
Activities or Learning experiences are provided for the
2
concepts
Assessments are provided to check the extent of
3
students’ understanding of the topic
VII. Teacher’s Basic Evaluation 5 4 3 2 1
1 Qualified to teach the course/subject
2 Able to facilitate experiential learning to students
Able to provide a valid assessment to check on the
3 extent of the success of the intended learning
outcome set
 LEARNING EPISODE 11: CURRICULUM EVALUATION AND THE TEACHER

PROCESSING QUESTIONS AND ANALYSIS

1. What does the overall evaluation, as reflected on the evaluation sheet, say about the
curriculum in use?

2. Which aspect of the curriculum may need help in terms of its implementation? Who
may be involved in responding to these concerns?

3. What are the specific things needed to be done to respond to the concerns stated in no.
2?

INSIGHTS AND REFLECTION

What insights and reflection can you derive from the specific field study experience?
 FIELD STUDY AREA 4: EXPLORING THE CURRICULUM

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

My key Learning Points