Designing the Curriculum (in Ornstien & Hunskin, ( (in Ornstien & Hunskin,

10 Axioms about curriculum that teachers need as a 2018) 2018)

reminder:
1. Curriculum change is inevitable, necessary, and 1. State Learning 1. Review
desirable. Objectives/ Outcomes 2. Anticipatory set
2. Curriculum is a product of its time. 2. Review 3. Objectives
3. Curriculum changes earlier can exist concurrently 3. Present new materials 4. Input
with newer curriculum changes. 4. Explain 5. Modeling
4. Curriculum change depends on people. 5. Practice 6. Check for understanding
5. Curriculum development is a cooperative activity. 6. Guide 7. Guided practice
6. Curriculum development is a decision making 7. Check for understanding 8. Independent practice
process made from choices of alternatives. 8. Provide Feedback
7. Curriculum development is an ongoing process. 9. Assess performance
8. Curriculum development is more effective if it is a 10. Review and test
comprehensive process rather than as piecemeal. C. Mastery Learning: JH D. Systematic Instruction:
9. Curriculum development is a more effective when it Block and Lorin Anderson Thomas Good and Jere
follows a systematic process. Model (in Ornstien & Brophy (in Ornstein and
10. Curriculum development start from where the Hunskin, 2018) Hunkins, 2019)
curriculum is. 1. Clarify 1. Review
The Major components or elements are the answer to the 2. Inform 2. Development
following questions: 3. Pretest 3. Access Comprehension
-What learning outcomes need to be achieved? 4. Group 4. Seatwork
-What content should be included to achieve learning 5. Enrich and correct 5. Accountability
outcomes? 6. Monitor 6. Homework
-What learning experiences and resources should be 7. Post test 7. Special views
employed? 8. Assess performance
-How will the achieve learning outcomes be measured? 9. Reteach
ELEMENTS OR COMPONENTS OF A CURRICULUM
DESIGN V. Teaching Learning Environment
There are many labels or names for curriculum design. Some 1. Adequacy- This refers to the actual learning space or
would call it a syllabus or a lesson plan. Some would call it classroom. Is the classroom large enough for the student's
unit plan or a course design. monility for class interaction and collaborative work.
I. Behavioral objectives or intended learning 2. Suitability- This related to planned activities. Suitability
outcomes should consider chronological and development age of the
The objective or intended learning outcomes are the reason for learners.
undertaking the learning Lesson from the students point of 3. Efficiency- This refers to operational and instructional
view; it is desired learning outcome that is to be accomplished effectiveness.
in a particular learning episodes. Engage in by the learners 4. Economy- This refers to cost effectiveness. How much is
under the guidance of teacher. The behavioral Objectives, neened to provide instructional materials.
Intended learning outcomes or desired learning outcomes are
expressed in action words. VI. Assessment/Evaluation
II. Content/Subject Matter 1. Self-Assessment- through which students learn monitor and
The content of the lesson or unit is the topic or subject matter evaluate their own learning.
that will be covered. 2. Peer Assessment- In which students provide feedback or
each other's learning. This can be viewed as an extension of
III. References self-assessment and presupposes trust and mutual respect.
The reference follows the content. It tells where the content or 3. Teacher Assessment- In which the teacher prepared and
subject matter has been taken. The reference may be a book, administers test and gives feedback on the student's
module or any publication. It must bear the author of the performance.
material and if possible, the publication.
Application of the fundamental components to the
IV. Teaching and learning method curriculum Design
These are the activities where the learners derive experiences. While out example refers only to designing a lesson plan
It is always good to keep in mind the teaching strategies that which is a mini curriculum, similar components will also a
student will experience (lecture, laboratory classes, making a syllabus for teaching in high education or the other
fieldworks, etc.) And make learn. The teaching learning curriculum project.
method should allow cooperation, competition as well as
individualism or independent learning among the student. Major components of a course design or syllabus
1. Intended outcomes(or objective)
Some Behaviorist Teaching Learning Methods 2. Content/subject matter(with reference)
A. Direct Instruction: B. Guided Instruction: 3. Method/ strategies ( we needen resources)
Barak Rosenshine Model Madeline Hunter Model 4. Evaluation (means of assessment