Crafting the Curriculum

THE TEACHER AS A CURRICULUM DESIGNER

Peter Oliva’s 10 Axioms for Curriculum Designers

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.
 Peter Oliva’s Axioms. . .

6. Curriculum development is a decision-making

process made from choices of alternatives.
7. Curriculum development is a cooperative group
activity
8. Curriculum development is an on going 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.
Major components of the Curriculum answer the
following questions:

1. What learning outcomes need to be achieved?

(intended learning outcomes or learning
objectives)
2. What content should be included to achieve the
learning outcomes? (subject matter or learning
content)
3. What learning experiences and resources should be
employed? (teaching-learning methods or learning
experiences)
4. How will the achieved learning outcomes be measured?
(assessment of achieved learning outcomes or learning
evaluation)
 Learning Objective or Intended Learning
Outcome

 Behavioral: SMART
 Specific

 Measurable

 Attainable

 Result-oriented

 Time bound
 Different Kinds of Outcomes

 Cognitive objectives – learning facts, theories,

formulae, principles
 Performance outcomes – learning how to carry
out procedures, calculations and processes
 Affective outcomes - developing attitude and values
( those required as a person and for a particular
profession)
 Learning Content or Subject Matter

 Subject matter should be relevant to the outcomes of

the curriculum (purposive and clearly focused
to the outcomes)
 It should be appropriate to the level of lesson or unit.
(progressive, building on previous lessons)
 Subject matter should be up to date, and, if
possible, should reflect current knowledge and
concept.
 Reference

 Follows content
 Tells where content has been taken
 Ex. Bilbao, Purita P. and Corpuz, Brenda R. et al
(2012) The Teaching Profession 2nd Edition Lorimar
Publishing Inc. Quezon City
 Learning Experiences or
Teaching and Learning Methods

 Cooperative learning activities should allow

students to work together. Teacher guides the
learners. Democratic process is encouraged.
 Independent activities allow learners to develop
personal responsibilities.
 Competitive activities should allow students to
perform to their maximum and grow in maturity.
 Use of various delivery modes to provide
learning experiences.
 Assessment

Learning occurs most effectively when students receive

feedback.
 Three main forms:
 Self – assessment
 Peer assessment
 Teacher assessment
 Assessment

 Formative – provides feedback to help students

learn more
 Summative – helps the teacher make decision
about the progress or performance of the students.
 Approaches to
Curriculum Designing
 Types of Curriculum Design Models

 Subject – Centered Design

 Subject design ( individual subject )

 Discipline design (specific discipline)

 Broad field design ( combination of subjects)

 Interdisciplinary ( combination of disciplines )

 Correlation design ( design links separate subject designs in

order to reduce fragmentation)
 Principles Considered in the Subject-
Centered Approach

1. The primary focus is the subject matter.

2. The emphasis is on the bits and pieces of
information which may be detached from life.
3. The subject matter serves as a means of identifying
problems of the living.
4. Learning means accumulation of content or
knowledge.
5. Teacher’s role is to dispense content.
 Learner – Centered Design

 Child-Centered Design (John Dewey, Rouseau,

Pestallozi, Froebel)

 Experience-Centered Design –

 Humanistic Design ( Abraham Maslow, Carl

Rogers)
 Principles of Child-Centered Curriculum
Approach

1. Acknowledge and respect individual rights of

children.
2. Make all activities revolve around the overall
development of the learner.
3. Consider the uniqueness of every learner in a
multi-cultural classroom.
4. Consider using differentiated instruction or
teaching.
5. Provide a motivating learning environment for all
learners.
 Problem - Centered Design

1. Life – Situation Design (Herbert Spenser) pressing

immediate problems of society and students’
existing concerns

2. Core – Problem Design (Faunce and Bossing)

general education and problems are based on
common human activities
 Views and Beliefs of
Problem – centered Approach

 The learners are capable of directing and guiding

themselves in resolving problems, thus,
developing every learner to be independent.
 The learners are prepared to assume their civic
responsibilities through direct participation
in different activities.
 The curriculum leads the learners in the
recognition of concerns and problems in
seeking solutions. Learners are problem solvers
themselves.
 Curriculum Map

 Content Standard:

 Performance Standard:

 Learning Competencies:
 Cognitive Objectives
 _____
 _____
 _____
 Psychomotor Objectives
 _____
 _____
 _____
 Affective Objectives –
 _____
 _____
 _____
Learning Learning Learning Learning
Objectives Content Experiences Evaluation