EDUC 205

UNIT 3:
Crafting the Curriculum
ESPINOSA, Angela LAPUZ, Imee
ESTABILLO, Lyca Katrina MANALILI, Hydie
FINO, Trixie MANALILI, Jeffrey
GACUTAN, Danica MANALILI, Princes
GARBIN, Joshua MARTINEZ, Christine
GARCIA, Cristine Joy MEJIA, Nikkie
GRAGASIN, Kristin MILLADO, Hershey
HERNANDO, Mariane

BEED 3C
 A. Curriculum Planning:
Need and Importance

Curriculum Planning
It is the process concerned with making decisions about
what to learn, why, and how to organize the teaching and
learning process. Needs and Importance of Curriculum
Planning

The need for exactness and particularity in making

decisions about ends and means demands scientific
curriculum planning.

Curriculum develop well-coordinated, quality teaching,

learning and assessment programs, which build students’
knowledge, skills and behaviors in the disciplines, as well
as their interdisciplinary and /or physical, personal and
social capacities.

The full range of learning needs of students are

addressed
 B. Factors in
Curriculum Planning
The following are the factors that affect the planning and
development of a Curriculum.

Political Factor - Politics has a certain impact on all spheres of

life, and instability of politics leads to instability in everyday life. It
usually defines goals and content; political considerations need to
be admitted while curriculum development; and political decisions
may change the requirements for curriculum development.

Economical Factor - As compared to the elite schools where this

is hardly a problem, schools belonging to the lower social strata
cannot entertain the possibility of using modern equipment, e.g.
the computer, due to financial constraints.

Social Factor - The purpose of sociology is the analysis of

organized human relationship. Its major contribution to curriculum
has been the making of decisions about the content of the
curriculum and its main focus has been the understanding of the
direction of social change and the socialization of the individual.

Technological Factor - The influence of technological progress is

observed in each sphere of life, and when the time for curriculum
development comes, the technological point plays an important
role.

Environmental Factor - The insensitiveness of people to their

surroundings and natural resources badly affected the sky, the
land, and the sea.
 C. Characteristics of a
Curriculum Planner
What is a Curriculum Planner?

Curriculum - the lessons. content, and courses

Planner - person who plans something.

Curriculum Planner is a person that creates lesson,

contents, and courses that a teacher teaches in a school.

Three Characteristics of a Curriculum Planner

Open - minded
Receptive to arguments or ideas.
Willing to Listen
Accepting and you are ready to listen.
Ready to Adapt
Always be ready to change, learn to adapt.
 D. Curriculum Models

Political Factor - Politics has a certain impact on all spheres of

life, and instability of politics leads to instability in everyday life. It
usually defines goals and content; political considerations need to
be admitted while curriculum development; and political decisions
may change the requirements for curriculum development.

Economical Factor - As compared to the elite schools where this

is hardly a problem, schools belonging to the lower social strata
cannot entertain the possibility of using modern equipment, e.g.
the computer, due to financial constraints.

Social Factor - The purpose of sociology is the analysis of

organized human relationship. Its major contribution to curriculum
has been the making of decisions about the content of the
curriculum and its main focus has been the understanding of the
direction of social change and the socialization of the individual.

Technological Factor - The influence of technological progress is

observed in each sphere of life, and when the time for curriculum
development comes, the technological point plays an important
role.

Environmental Factors - The insensitiveness of people to their

surroundings and natural resources badly affected the sky, the
land, and the sea.
 D. Curriculum Models
CONTINUATION...
4. Subject / Teacher Centered Design
- The subject centered curriculum is based on subject. All knowledge
is transferred to student through subjects.
- Subject matter taught should reflect basic areas that are essential
and agreed upon content for learner attainment.
Objectives of Subject / Teacher Centered Design
-To transfer cultural heritage
-To represent knowledge
-To impart information

Disadvantages of Subject / Teacher Centered Design

-Ignores interest of students
-No process of insight or thinking
-Rote memory
-Neglects social problems and demands
-Passive learning

5. Learner Centered Curriculum

-extensive attention has been given to the needs, interest and skills of
our learners when we design our course.
-In learner centered curriculum, there is a link between courses and
children psychology. It is according to the interest and tendency of
children. It facilitates the mind of children because it fulfills their
psychological and mental requirements.
-John Davi claimed that knowing about the interest of student and
fulfilling their needs is the central part of the course.
 D. Curriculum Models
CONTINUATION...
6. Activity Based Curriculum – anything that students do in a
classroom other than merely passively listening to an instructor’s
lecture.
- According to Tanner and Tanner, “Activity curriculum is an attempt
to treat learning as an active process. Activity curriculum discards the
boundaries and the curriculum was centered largely on areas of child
interest. The objective of curriculum was child growth through
experience.”
Components of Good Active Learning
Activities should have:
-A definite beginning and ending
-A clear purpose or objective

Contain complete and understandable directions

-A feedback mechanism
-Include a description of the technology or tool being used in the
exercise

7. Integrated Curriculum – a non-compartmentalized approach.

- A learning theory describing a movement toward integrated lessons
helping students make connections across curriculum.
- This approach should be viewed as a tool that can help educate
students and engage them in the learning process. It is not an end
itself.
- Integrated curriculum is basically adding another element to existing
materials or activities. What usually ends up happening is the child
adds that element to their play or exploration. And that stimulates
more curiosity and possibilities, which exercises their thinking skills.
- According to Beane, 1995, “Educators seem especially interested in
the development and use of curriculum integration as a means of
increasing student interest and student knowledge.”
-Whenever possible, teacher work to integrate many subject areas
under a common theme when teaching.
 D. Curriculum Models
CONTINUATION...
8. Core Curriculum – ‘Core’ refers to the ‘heart’ of experiences every
learner must go through, or fundamental knowledge that all students
are required to learn in school.
- The body of knowledge, skills and attitudes expected to be learned
by all students, generally related to a set of subjects and learning
areas that are common to all students, such as languages,
mathematics, arts, physical education, science and social studies.
- A course of study which is deemed central and usually made
mandatory for all students of a school or school system.
- This is not an independent type of curriculum. It refers to the area of
study, courses or subjects that students must understand in order to

be recognized as educated in the area.

- The learner has no option but to study the prescribed course or
subjects.
- A core curriculum is a predetermined body of skills, knowledge, and
abilities that is taught to all students. Like in Mathematics, all pupils
need to acquire proficiency in addition, subtraction, multiplication,
and division.
- It contains core or exact precise subject matter, usable in society.

9. Hidden Curriculum - refers to the unwritten, unofficial, and often

unintended lessons, values, and perspectives that students learn in
school. While the “formal” curriculum consists of the courses, lessons,
and learning activities students participate in, as well as the
knowledge and skills educators intentionally teach to students, the
hidden curriculum consists of the unspoken or implicit academic,
social, and cultural messages that are communicated to students
while they are in school.
- The hidden-curriculum concept is based on the recognition that
students absorb lessons in school that may or may not be part of the
formal course of study—for example, how they should interact with
peers, teachers, and other adults; how they should perceive different
 D. Curriculum Models
CONTINUATION...
races, groups, or classes of people; or what ideas and behaviors are
considered acceptable or unacceptable. The hidden curriculum is
described as “hidden” because it is usually unacknowledged or
unexamined by students, educators, and the wider community. And
because the values and lessons reinforced by the hidden curriculum
are often the accepted status quo, it may be assumed that these
“hidden” practices and messages don’t need to change—even if they
are contributing to undesirable behaviors and results, whether it’s
bullying, conflicts, or low graduation and college-enrollment rates, for
example.
- Another example, while school social studies curriculum typically

emphasizes and even celebrates democratic political systems and

principles, such as one person – one vote, majority rule and minority
rights, separation of church and state, equality before the law, and due
process, these principles are not always practices in public school
classrooms and corridors.

10. Collateral Curriculum - Collateral learning is the lesson students

walk away with from the accidental experience with the lesson rather
than the intent of the instructor.
- Learning is often more indirectly rather than directly related to the
instruction in the classroom. Collateral learning, conceptualized by
John Dewey, describes the accidental learning that occurs in and
outside of the classroom.

11. Null Curriculum – those which are not taught in schools.

- Eisner (1994) suggests that what curriculum designers and / or
teachers choose to leave out of the curriculum, the null curriculum,
sends a covert message about what is to be valued.
- According to Eisner, “What children don’t learn is as important as
what they do learn. What the curriculum neglects is as important as
what it teaches”.
 D. Curriculum Models
CONTINUATION...
-According to Jacobs, “Curriculum design has become more an issue
of deciding what you won’t teach as well as what you will teach. You
cannot do it all. As a designer, you must choose the essential”.

12. Spiral Curriculum –

- According to Bruner, “A curriculum as it develops should revisit
these basic ideas repeatedly, building upon them until the student has
grasped the full formal apparatus that goes with them”.

“A GOOD CURRICULUM CAN CHANGE THE FACE AND FATE OF A

NATION”

 E. Considerations in
Planning a Curriculum
What is Curriculum Planning?
Is the process of preparing for the duties of teaching, deciding
upon goals and emphases, determining content, selecting learning
resources and classroom procedure, evaluating progress, and
looking toward next steps.

Curriculum planning is the procedure for selecting and preparing

the learning materials the course will use and it serves as a
reference point for the educator and ensure that he/she properly
delivers the appropriate content to the students and is aware of
the students’ weaknesses and strengths.

7 Essentials Considerations in Planning a Curriculum

1. Define Target Audience

Every individual in a society has a unique abilities and interests

The curriculum should be based on the interests,age, and attitudes

of the intended learner. Students at primary level have different
curriculum requirements than university students.

2. Relevant Content Selection

Ensure that the content is appropriate for the targeted age group

-Learners should capable of completing the program on their own

with minimal help from educators, and from the word “targeted
age group” if the learners is primary students, so the curriculum to
be used should is for primary student not university-level.
 E. Considerations in
Planning a Curriculum
3.Define Clear Goals
The aims and objectives behind designing a curriculum must be
clear.

A curriculum’s goals should be precise and student-centered, the

curriculum’s intended outcomes describes what the student
might be able to perform after engaging in particular activities.

4. Social Considerations
Introduces special skills and attitudes to the members of the
society

All individuals, including minorities, should respect each other’s

rich cultural heritage, it might promote tolerance among learners
and ultimately throughout society.

5. Apply Learning Theories and Methods

utilize various learning theories to develop newer methods to impart
education

● Subject-Centered Designs
- revolves around a particular field or subject matter.

Example: Subject-Centered Designs may focus on Math or Biology.

● Problem-Centered Designs
- focus on teaching students how to look at a problem and come up
with a solution to the problem

● Learner-Centered Designs
-considers each person’s needs, interests, and goals and aims to
provide students the opportunity to make choices that will influence
their education
 E. Considerations in
Planning a Curriculum
6.Understand the Needs of the Target Audience
Aware of the fact that their target can have various strengths and
weakness

Understanding our targets strengths and weakness is an important

in curriculum planning, the more we know about our learners, the
more efficiently we may adjust our instruction to meet their
interests and needs

7. Sociological Considerations
Curriculum is updated regularly to fulfill the needs of an evolving
society.

Schools and Sociology are closely linked. Societies occasionally

experience significant transformations. The curriculum should be
updated so that the learners strengthen their understanding of
culture, economic issues and political factors
 F. Principles of
Curriculum Design
Curriculum design is the process of taking a subject and creating a
plan for teaching that subject. The curriculum is designed on the basis
of the following principles

1. Challenge and enjoyment

- Children and young people should find their learning challenging,
engaging and motivating

2. Breadth
- All children and young people should have the opportunities for a
broad range of experience

3. Progression
- Children and young people should experience continuous
progression in their learning from 3 to 18 years

4. Depth
- There should be opportunities for children and young people to
develop their full capacity.

5. Coherence
- Children and young people's learning activities should combine to
form a coherent experience.

6. Relevance
- Children and young people should understand the purpose of their
learning and related activities

7. Personalization and choice

- The learning planned for children and young people should respond
to their individual needs and support particular aptitudes and talents.
 G. Approaches to
Curriculum Design
Curriculum Design
- designing learning experiences that are relevant, meaningful and
support students to acquire the knowledge, skills and competence
necessary to prepare them for their future.

1. Subject-centered Curriculum

-revolves around a particular subject matter discipline such as

mathematics, literature and biology
-Variations
· Subject design
· Discipline design
· Correlation design
· Broad field / Interdisciplinary design

Subject design
-easy to deliver, learning is compartmentalized

Discipline design
-focus on the academic discipline
-often used in college
-applied into more mature students
-who are now moving towards their career path

Correlation design
-links to separate subject designs to reduce fragmentation, but in a
way that subjects related to one another still remains their identity

Broad field / Interdisciplinary design

-similar to thematic design, where a specific theme is identified and
other subject areas revolves around the theme
 G. Approaches to
Curriculum Design
2. Learner-centered Curriculum
-places the learner at the center of learning
-very strong in elementary level

Variations
Child-centered design
Experience-centered design
Humanistic design

Child-centered design
-anchored on the needs and interests of the child
-learner is not considered passive

Experience-centered design
-believes that the interests of learners cannot be pre-planned
-activities revolves around touching, feeling, imagining, constructing,
relating and others

Humanistic design
-the development of self is the main objective
-stresses that the whole person and the integration of thinking, feeling
and doing

3. Problem Centered
A problem-centred curriculum is a cross-curricular, inquiry-based,
student-centred approach that is built around real-world problems.
Within a problem-centred curriculum, learning transcends subject
disciplines and brings together elements of the curriculum that would
otherwise be separate.
 G. Approaches to
Curriculum Design
Problem-centered curriculum design teaches students how to
look at a problem and formulate a solution. A problem-centered
curriculum model helps students engage in authentic learning
because they're exposed to real-life issues and skills, which are
transferable to the real world.

Curriculum Design Tips

The following curriculum design tips can help educators manage each
stage of the curriculum design process:
Identify the needs of stakeholders -Create a clear list of learning
goals and outcomes.
Identify constraints
Consider creating a curriculum map -Identify the instructional
methods
Establish evaluation methods
Remember that curriculum design is not a one-step process;

How to create your own college curriculum?

Before your lesson, consider your learning objectives and source
meaningful content

During your lesson, administer relevant formative assessments to

gauge pre-existing—and current—understanding of course
concepts

After your lesson, determine what students have learned by

facilitating summative assessments
 H. Curriculum Organization
· Process of selecting curriculum elements from the subject, the
current social life and the students experience then designing the
selected curriculum elements appropriately.

· The term refers to the management of the elements of a

curriculum into substantive entity

Curriculum Organizations are creative, innovative ways to package

content that is independent of course design and can be applied
to any course design chosen, whether they be integrated,
discipline specific, or customized. Curriculum Organizations
provide choice and opportunity for school sites to allow their
individuality, autonomy, and school identity to shine.
· Scope and Sequences in Curriculum Organization
· Guidelines in Curriculum Organization
 H. Curriculum Organization

· The aspect of curriculum organization that describe the

correlation or integration of content taught concurrently is
termed horizontal organization. The aspect of curriculum
organization that describes the sequencing of content is
termed vertical organization.

Horizontal and Vertical Organization

- It is concerned with the concepts of scope and integration that
is the side-by-side arrangement of curriculum elements.
- Scope
- Integration

· Vertical Organization
- It centers on the concepts of sequence and continuity.
- It is concerned with the longitudinal placement of curriculum
elements.
- Continuity
- Sequence
 I. Scope and Sequence in
Curriculum Organization
Scope

-Total breadth of the activity in a subject-field;

·- Determine the extent or limit of activity or coverage

Example of Scope:
1. Economic Security
2. Peace and order
3. Hygiene and Sanitation
4. Home Beautification
5. Food Production

There are three things which determine the scope of the curriculum:
The basic activities in which human beings engage;
The values society foster and;
The major problems society faces

Sequence
- The placement of curriculum content or learning experience from
the stand point of time.
- Connotes continuity of learning experience.
- The succession of units based on the maturity.

Organization Dimension Considerations

Five major principles for organizing curriculum units
1. World- related sequence
2. Concept- related sequence
3. Inquiry- related sequence
4. Learning- related sequence
5. Utilization- related sequence
 I. Scope and Sequence in
Curriculum Organization
1. World- related Sequence

2. Concept-related Sequence
 I. Scope and Sequence in
Curriculum Organization
3. Inquiry-related Sequence

4. Learning-related Sequence 5. Utilization-related Sequence

Scope and Sequence in Curriculum Organization

Knowledge of the scope of the curriculum assist in the selection of
learning experiences and instructional materials
Determination of the sequence of the learning experiences prevents
undue duplication and assures proper balance in the program
 J. Guidelines in Curriculum
Organization

Curriculum organization should take into consideration the

needs, interests, and abilities of learners as well as the social
needs, problems and resources of the community.

Meeting student needs leads to improvement of student learning.

Regardless of the theory or model followed, it should gather as
much information as possible. The data should include samples of
assessments, lessons from teachers, assignments, scores on state
standardized tests, textbooks currently used, student perception
and feedback from parents. Sometimes the textbooks are
outdated therefore it is not reliable to use, the organization should
consider the needs of the learners when it comes to materials or
the teacher can search for another textbook that is updated and
reliable.

For example the curriculum guide in science. What are the

instructional materials that will be needed on the specific topic or
learning? What makes them interested to learn that topic and their
abilities, their weaknesses and strengths because of the diversities
of the learners. How the teachers use the curriculum guide and
what approaches, methods, strategies and techniques will be used
to teach the lesson properly in order to enhance the ability of the
learners.
 J. Guidelines in Curriculum
Organization

The interest and the abilities of the learners are important

because understanding the learners’ interests can provide them
with quality learning opportunities. By giving them the opportunity
to explore areas they are interested in. Give the learners time and
opportunities to explore their interests and to discover what they
truly love to do, so they can develop their knowledge and the skills
needed to succeed in the areas they are passionate about. An
effective curriculum guide goes beyond a listing of objectives and
identifies suggested instructional resources to help answer the
question, “What instructional materials are available to help me
meet a particular objective or set of objectives?” As teachers and
programs move away from a single textbook approach and
employ a broad range of supplementary materials, instructional
modules for particular units, computer software and the like, it is
increasingly important that the curriculum guide suggests and
links available resources to curriculum objectives.

Curriculum organization should provide for continuity in the

learning experiences of the learners.

The curriculum organization must continue the learning of the

learners to develop the learnings and additional knowledge about
the subject areas or the curriculum guide which can range from
very specific to a general outline or organize the curriculum guide
from simple to complex.Teachers from early childhood education
to the professional world use them for direction when planning. A
continuity of learning is essential for ensuring that early academic
success and development are built upon by consistent
educational experiences.
 J. Guidelines in Curriculum
Organization

The more learning experiences of the child the more they gain
knowledge and apply it in real life situations. For example the basic
fundamentals in mathematics such as addition, subtraction,
multiplication and division the learners can apply it to real life
situations, they can use it when they buy something in the store.
The curriculum organization should know or apply the learning by
doing of the learners in order to continue their learnings through
experiences because if they can’t experience the learning it is
possible that they will easily forget the lessons. After the basic
fundamentals in mathematics there is a continuity of learning such
as fractions. The framework of the curriculum must be simple to
complex.

The curriculum should be so organized as to permit the

individual teachers and their learners to plan the learning
experiences best suited to their needs and interests and in
conformity with the general framework of the curriculum which
is cooperatively set up by the school and its staff.

It means that the content of the curriculum is significant if it is

selected and organized for the development of learning activities,
skills, processes and attitude of the teachers and the learners.
What is the curriculum framework? The curriculum framework is
the overall structure for organizing the learning and teaching, it is
the blueprint of the curriculum or the basis of the contents such
as the instructional materials. The framework is not the curriculum
itself. Rather, it is a skeleton that provides the basis for a string,
organized and cohesive curriculum.
 J. Guidelines in Curriculum
Organization

Within each subject, the guide outlines objectives, or standards,

that students are expected to meet by the end of a set time
frame, usually the school year. Some guides are specific, providing
details on what is to be taught and when, as well as how
instruction should look. For example, a math curriculum guide
might direct a teacher to teach fractions in November and then
further break down the content to day-by-day instruction on
numerators and denominators. It might even provide steps for
teacher instruction and possible tasks for practice and
assessment.

Curriculum organization should provide for the development of

fundamental skills through direct teaching and also integrative
activities based on problems and needs of broad social
significance.

In direct teaching, the teachers typically stand at the front of a

room and present information. Teachers match their instruction to
the task to enhance students’ understanding of a topic. This
technique depends on strict lesson plans with little room for
variation wherein the teacher can use the direct instruction. What
is direct instruction? Direct instruction is where teachers use
explicit teaching techniques to teach a specific skill to their
students. By using direct instruction, teachers give daily lessons to
a class, and then individualize their instruction as needed. This
type of method has numerous advantages, and is very important
to the academic success of our students.
 J. Guidelines in Curriculum
Organization
1. Direct Instruction Mirrors Home Life
Direct instruction is important because it mirrors the environment
that many of our students will return to when they leave the
classroom. They will be in a class full of other students, they will
have to listen to lectures, they will need to be able work in groups,
they will have deadlines, they will have a work load, and they will
not always be able to work at their own pace. By using direct
instruction, teachers are able to teach students coping skills in
dealing with a school environment; teachers are able to prepare
them for what they will encounter once they leave the classroom.

2. Direct Instruction Provides More Detailed & Varied Instruction

In using direct instruction instead of independent study, teachers
will be able to provide more detailed and varied instruction.
Instead of waiting for the students to turn in their work, teachers
are able to assess how well they grasp a concept while teaching. It
is able to modify the lesson as needed. As a result, teachers are
able to accommodate more learning styles and better help
students with learning. Also, it monitors their progress and adjusts
the teacher's instruction to fill in the gaps they might have in their
learning. Using direct instruction also allows students to ask more
questions and have the teachers reteach the concepts that they
are having difficulty with.
 J. Guidelines in Curriculum
Organization
3. Direct Instruction Allows for More Interaction
Lastly, direct instruction is important because it allows for more
interaction. Students are able to ask more questions and request
assistance. They are also able to discuss their interests, teachers will be
able to add those to the lessons. Direct instruction helps facilitate this
by encouraging more communication in the classroom. Students have a
better opportunity to discuss their ideas and feelings in a group. They
are able to get to know one another as well as their teachers.

Moving to direct instruction has been very successful. Teachers have

been able to better prepare students for their academic future, while
addressing their individual needs.

K. Steps in Curriculum Organization

Major Elements of Curriculum
1. DESIRED LEARNING COMPETENCIES
Some may call it the “Curriculum Intent” or the Behavioral Objectives;
multiple terminologies yet consist of one and only goal which is to be
attained and achieved by the learners at the end of every lesson or unit.
This is the direction of the whole curriculum to where it leads our learners
towards learning. (Print, 1993) The purpose of these ‘statements’ is solely for
our students, so make sure it is achievable, measurable, and clear.

1. CONTENT
Basically, this is all about series of topics and lessons to be discussed by
the teacher. It also includes various skills and attitudes a learner should
partake while participating in the whole learning process. Make sure that the
subject to be taken are all aligned to the set standard. It is also a good
factor that all lessons should be responsive and engaging to the learners.
 J. Guidelines in Curriculum
Organization

2. LEARNING EXPERIENCES
Includes all the strategies that are useful for the implementation of the
curriculum. (Pawilen, 2015). In other books, this stage is called as the
“Teaching and Learning Methods” which talks about all the possible
methods a teacher can utilize in instruction, such as but not limited to
laboratory works, individual tasks, group activities, fieldwork, etc. Teacher’s
pedagogy will be tested on this stage on how a certain lesson can be taught
considering the learners and the resources available. The lessons to be
tackled will be the main foundation of the learners in acquiring the set
standard competencies.

3. EVALUATION
This phase is more concerned on evidence of learning. Our curriculum is
patterned on the OBE approach wherein application is the key factor
learning. On this part, students are presented with various assessment
strategies to measure how much they have learned on the said
content/topic. This will ensure that learning really happens and a basis for
improving instruction. Giving feedbacks is also a good practice in facilitating
learning.

1.Consideration of the educational aims to be achieved

2.Formulation of educational objectives
3.Selection and organization of the content
4.Procedures or methods to be used to accomplish aims
5.The selection of the techniques for the evaluation of outcomes
6.The selection of references and materials to be used by the learners and
by the teachers
7.Determination of specific grade outcomes and standards of attainment
 L. Role of the Teacher in
Curriculum Building
Teachers play essential role in developing, implementing,
assessing and modifying the curriculum.
Teachers are essential pillars in the teaching process. With
their knowledge, skills, experience they are central to any
curriculum improvement effort.

The role of teachers in the curriculum process is to help

students develop an engaged relationship with the content.
Active learning will increase the focus and retention of the
curriculum, resulting in an exciting learning environment.

Teachers role as a:
MAKER
IMPLEMENTER
DEVELOPER

-ROLE OF TEACHER IN THE CURRICULUM DEVELOPMENT

Curriculum is content, but when contextualized, it comes
alive for students

Curriculum is a systematic and intended packaging of

competencies i.e. knowledge, skills, and attitude and
underpinned by the values
 L. Role of the Teacher in
Curriculum Building
- Learning should acquire their values through organized
learning experience both in formal or informal setting

- Curriculum development
designed defined as planned, a purposeful, progressive and
systematic process to create positive improvements in the
educational system.

- MULTICULTURALISM
Multicultural education is designed to prepare students for
citizenship in a democratic society by teaching them to
consider the needs of all individuals. It clarifies how issues of
race, ethnicity, culture, language, religion, gender, and
abilities/disabilities are intertwined with educational
processes and content.

- INCORPORATING STUDENT CHOICE

During the curriculum process teachers consider how they
can incorporate student choice into classroom learning
 I. Scope and Sequence in
Curriculum Organization

Problem-centered curriculum design teaches students how to

look at a problem and formulate a solution. A problem-centered
curriculum model helps students engage in authentic learning
because they're exposed to real-life issues and skills, which are
transferable to the real world.

Curriculum Design Tips

The following curriculum design tips can help educators manage each
stage of the curriculum design process:
Identify the needs of stakeholders -Create a clear list of learning
goals and outcomes.
Identify constraints
Consider creating a curriculum map -Identify the instructional
methods
Establish evaluation methods
Remember that curriculum design is not a one-step process;

How to create your own college curriculum?

Before your lesson, consider your learning objectives and source
meaningful content

During your lesson, administer relevant formative assessments to

gauge pre-existing—and current—understanding of course
concepts

After your lesson, determine what students have learned by

facilitating summative assessments