Module 3: The Teacher as a Curriculum Designer Reviewer notes | Lecture notes Advanced Education

Module 3: The Teacher as a Curriculum Designer

Lesson 1: Fundamentals of Curriculum Designing

Peter Oliva’s 10 Axioms for Curriculum Designing

Understanding the foundational principles of curriculum design is essential

for every educator. The following axioms by Peter Oliva (2003) serve as

guidelines in curriculum development:

1. Curriculum change is inevitable, necessary, and desirable.

oTeachers should adapt to the dynamic nature of the

curriculum to address societal and knowledge changes.

2. The curriculum reflects as a product of its time.

oA relevant curriculum must align with current social forces,

psychological principles, and educational reforms.

3. Curriculum changes made earlier can exist concurrently with

newer curriculum changes.

oOld and new curriculum changes may overlap, allowing

for a gradual transition.

4. Curriculum change depends on the people who will

implement the change.

oTeachers play a crucial role in implementing and

designing curricula to ensure effectiveness and

sustainability.

5. Curriculum development is a cooperative group activity.

oStakeholder involvement, including teachers and

learners, fosters a sense of ownership in curriculum

development.

6. Curriculum development is a decision-making process made

from choices of alternatives.

oIt involves selecting content, strategies, and assessment

methods that best fit learners’ needs.

7. Curriculum development is an ongoing process.

oContinuous evaluation and modification ensure

curriculum relevance and effectiveness.

8. Curriculum development is more effective if it is a

comprehensive process rather than a "piecemeal."

oA well-structured plan, clear outcomes, and sufficient

resources are essential for successful curriculum

development.

9. Curriculum development is more effective when it follows a

systematic process.

oA well-defined process with objectives, subject matter,

procedures, resources, and assessments ensures

consistency and effectiveness.

10. Curriculum development starts from where the curriculum is.

oEnhancing an existing curriculum is an effective strategy

in curriculum design.

Components of Curriculum Design

A curriculum design answers key questions:

1. What learning outcomes need to be achieved? (Intended

Learning Outcomes)

2. What content should be included? (Subject Matter)

3. What learning experiences and resources will be used?

(Teaching-Learning Methods)

4. How will learning outcomes be assessed? (Assessment of

Achieved Learning Outcomes)

Elements of a Curriculum Design

Different labels such as syllabus, lesson plan, unit plan, or course design

refer to curriculum structures. Regardless of the term, a curriculum

contains common elements:

1. Behavioral Objectives or Intended Learning Outcomes (ILO)

oClearly state what students should accomplish after a

lesson.

oUse SMART objectives: Specific, Measurable,

Attainable, Result-oriented, and Time-bound.

oFollow the revised Bloom’s Taxonomy (Anderson &

Krathwohl, 2003) for cognitive, affective, and

psychomotor domains.

oExample: Instead of "Students will identify parts of a

flower," state "Students must have identified parts of a

flower."

2. Content/Subject Matter

oRelevance: Content should align with learning outcomes.

oAppropriateness: Content must be suitable for students’

developmental levels.

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Module 3: The Teacher as a Curriculum Designer Lesson 1: Fundamentals of Curriculum Designing Peter Oliva’s 10 Axioms for Curriculum Designing Understanding the foundational principles of curriculum design is essential for every educator. The following axioms by Peter Oliva (2003) serve as guidelines in curriculum development:

Curriculum change is inevitable, necessary, and desirable. o Teachers should adapt to the dynamic nature of the curriculum to address societal and knowledge changes.
The curriculum reflects as a product of its time. o A relevant curriculum must align with current social forces, psychological principles, and educational reforms.
Curriculum changes made earlier can exist concurrently with newer curriculum changes. o Old and new curriculum changes may overlap, allowing for a gradual transition.
Curriculum change depends on the people who will implement the change. o Teachers play a crucial role in implementing and designing curricula to ensure effectiveness and sustainability.
Curriculum development is a cooperative group activity. o Stakeholder involvement, including teachers and learners, fosters a sense of ownership in curriculum development.
Curriculum development is a decision-making process made from choices of alternatives. o It involves selecting content, strategies, and assessment methods that best fit learners’ needs.
Curriculum development is an ongoing process. o Continuous evaluation and modification ensure curriculum relevance and effectiveness.
Curriculum development is more effective if it is a comprehensive process rather than a "piecemeal." o A well-structured plan, clear outcomes, and sufficient resources are essential for successful curriculum development. 9. Curriculum development is more effective when it follows a systematic process. o A well-defined process with objectives, subject matter, procedures, resources, and assessments ensures consistency and effectiveness. 10. Curriculum development starts from where the curriculum is. o Enhancing an existing curriculum is an effective strategy in curriculum design. Components of Curriculum Design A curriculum design answers key questions:
What learning outcomes need to be achieved? (Intended Learning Outcomes)
What content should be included? (Subject Matter)
What learning experiences and resources will be used? (Teaching-Learning Methods)
How will learning outcomes be assessed? (Assessment of Achieved Learning Outcomes) Elements of a Curriculum Design Different labels such as syllabus, lesson plan, unit plan, or course design refer to curriculum structures. Regardless of the term, a curriculum contains common elements:
Behavioral Objectives or Intended Learning Outcomes (ILO) o Clearly state what students should accomplish after a lesson. o Use SMART objectives: Specific, Measurable, Attainable, Result-oriented, and Time-bound. o Follow the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2003) for cognitive, affective, and psychomotor domains. o Example: Instead of "Students will identify parts of a flower," state "Students must have identified parts of a flower."
Content/Subject Matter o Relevance: Content should align with learning outcomes. o Appropriateness: Content must be suitable for students’ developmental levels.

o Up-to-date Information: The curriculum should reflect current knowledge and concepts. IV. Teaching and Learning Methods Teaching and learning methods provide experiences that shape students' understanding. Effective strategies encourage cooperation, competition, and independence.  Cooperative Learning Activities : Students collaborate to solve problems, guided by teachers. This method promotes a democratic learning process where students contribute to collective success. Group projects enhance curriculum engagement.  Independent Learning Activities : Encourages personal responsibility and self-directed learning, especially beneficial for fast learners.  Competitive Activities : Enables students to test competencies against peers in a healthy way, fostering motivation and preparing them for competitive environments.  Various Delivery Modes : Online learning and other modern methods should be integrated carefully for effectiveness. VI. Assessment/Evaluation Assessment provides feedback to enhance learning. It includes:  Self-Assessment : Encourages students to monitor and evaluate their learning, fostering self-reflection.  Peer Assessment : Involves students providing feedback to each other, enhancing mutual learning.  Teacher Assessment : Teachers evaluate students through tests and feedback. Types of Assessment:  Formative Assessment : Provides feedback to help students improve their learning.  Summative Assessment : Judges students' achievement based on set criteria, often involving grades or marks. Ideally, summative assessments should include formative feedback. Application of Curriculum Components Curriculum designs follow structured components:

Intended Outcomes/Objectives
Content/Subject Matter (with references)
Methods/Strategies (with needed resources)
Evaluation (means of assessment) Lesson 2: Approaches to Curriculum Designing Types of Curriculum Design Models
Subject-Centered Design o Focuses on content and subject matter. o Often aligns with textbooks and traditional teaching methods. o Common in structured education systems like the Philippines. Variations: o Subject Design : Oldest and most familiar; easy to deliver with readily available materials. o Discipline Design : Organizes content based on academic disciplines (e.g., history, biology, mathematics). o Correlation Design : Connects related subjects to reduce fragmentation (e.g., integrating history and literature). o Broad Field/Interdisciplinary Design : Merges related subjects (e.g., social studies combines geography, political science, and sociology). This holistic approach supports thematic learning and integration across subjects. Key Takeaways  Teaching and learning methods shape student experiences through cooperation, competition, and independent learning.  Assessment includes self, peer, and teacher evaluations, with both formative and summative approaches.  Curriculum design can be subject-centered, discipline-based, correlated, or interdisciplinary, each with its unique advantages and challenges. Learner-Centered Design  The learner is at the core of the educational process.

 Develops civic responsibility.  Promotes problem-solving skills. Curriculum Mapping  A tool for structuring lessons across various timeframes (hours, weeks, semesters, or years).  Helps teachers plan and pace instruction effectively. Definition of Curriculum Mapping Curriculum mapping is a structured process that follows curriculum designing and takes place before the implementation of a written curriculum. It ensures alignment and coherence in educational planning. Introduced by Heidi Hayes Jacobs in 2004, this ongoing, collaborative process involves teachers and stakeholders in systematically organizing and evaluating curriculum components. Purpose and Importance of Curriculum Mapping Curriculum mapping provides a roadmap to success in education by addressing key questions from various stakeholders, such as:  What do students learn?  What topics are covered in different quarters?  Are all teachers covering the same content and achieving the same outcomes?  How do subjects interconnect across grade levels? Curriculum Mapping Process There are multiple ways to conduct curriculum mapping depending on the intended outcome. However, the following general steps are commonly followed: Example A: General Curriculum Mapping Steps

Create a matrix or spreadsheet.
Establish a timeline (e.g., quarterly, semester-wise, or annually) based on the curriculum framework.
Identify and enter the intended learning outcomes and necessary skills.
Map the corresponding content areas or subjects.
Align and list the resources (e.g., textbooks, modules) next to the subjects.
Identify and enter the teaching-learning methods to be employed.
Align assessment procedures and tools with learning outcomes, content, and resources.
Share the map with all relevant personnel for feedback.
1. Revise based on input and distribute the final version to all concerned stakeholders. This format is widely used and can be adapted for different educational levels and curriculum models, including Outcome-Based Education (OBE). Example B: Curriculum Mapping for a Degree Program
Create a matrix or spreadsheet.
Define the degree or program outcomes (e.g., BEEd, BSEd).
Identify courses under the degree (General Education, Professional Education, Major courses for BSEd).
List subjects in a logical sequence along vertical matrix cells.
Place degree program outcomes horizontally (using codes like PO1, PO2 if necessary).
Cross-reference subjects with outcomes and categorize them as Learned (L), Performed (P), or Opportunity (O).
Ensure all cells are completed.
Use the completed map as a guide for educators to ensure students meet program requirements within four years. The Curriculum Map and Its Significance A curriculum map serves as a visual representation that organizes learning outcomes, content, skills, assessment strategies, and instructional timelines. These maps ensure:  Quality control in curriculum planning.  Alignment of instruction across classes and grade levels.  Efficient use of instructional time.  Reduction of redundancy and gaps in learning. Horizontal and Vertical Alignment  Horizontal alignment (Pacing Guide): Ensures that all teachers teaching the same subject at a specific grade level follow a common timeline and achieve standardized learning outcomes. This is critical for state-mandated assessments and standard- based instruction.  Vertical alignment: Facilitates hierarchical learning progressions, ensuring that concepts build logically from basic to advanced levels without unnecessary repetition. It also fosters interdisciplinary connections.

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