Phases of Curriculum Design

Third session
AGENDA
● Ice Breaker
● Inquiries/Reminders About Previous Requirements
● Lesson Proper: Curriculum Design
○ Lesson Objectives
○ Content: Basis, Policies, Foundations, Phases, Design of Objectives
○ References/Readings
○ Student Questions about the Topic
● Assignments
● Reminders
Ice Breaker:
One Random
Object
▪ Get 1 thing beside you right now
▪ When it is your turn, you have to describe
it in 2 sentences
▪ All other participants will try to guess
▪ The person with the most number of
points wins the game
Unit 3: Phases of Curriculum Design
 LEARNING OUTCOMES
To create a
To draft the To distinguish the
student
objectives elements that
profile
make up the
1 based on the
curriculum
2 according to 3 curriculum and
the
genesis. study program.
objectives.

To set up the curricular structure of an

LEARNING
academic program by studying its theoretical-
COMPETENCIES pedagogical basis, in order to organize it
according to context and academic needs.
 1 2 3
After this
Discuss the basis
of Curriculum Review Different Discuss and
Design in terms of Curriculum differentiate
lesson, you Myths, Big Ideas,
Design Sources,
Designs Curriculum Design
Frameworks
should be and
Considerations

able to:
4 5 6
Discuss the types
Discuss the Major Discuss the of learning
Foundations of Phases and outcomes, and try
Curriculum Design Steps of to formulate them
Curriculum
Design
 1
Discuss the basis
of Curriculum
Design in terms of
Sources and
Design
Considerations
The Basis of
Curriculum
Design
● Myths on Education
● Three Big Ideas
● Sources of Curriculum Design
● Design Dimension
Considerations
4 Myths on Education (David Orr)
● Education with the right
curriculum and curriculum
design can eliminate
ignorance.

● Education and well-designed

curricula can supply all the
knowledge needed to manage
society and the earth.
● Educational curricula are
increasing human goodness:
well-designed curricula instill
wisdom.

● Education's primary purpose

is to enable students to be
upwardly mobile and
economically successful.
Big Ideas (Kieran Egan)
● First Idea: Socialization
○ education serves to socialize
students to be functioning
members of society, or good
citizens.
○ however, to socialize means
to foster conformity; may
lead to indoctrination which
will never be challenged."
○ Do we create or select a
design that addresses current
needs and behaviors, or
design templates that allow
for imagined possible and
quickly forming futures?
Big Ideas (Kieran Egan)
● Plato's academic idea
○ centrally deals with what
knowledge is of most worth.
○ curriculum design influences how
we select and organize
knowledge and content in
curriculum development.
○ there is no knowledge stored in
literacy in libraries and computer
databases. What is stored are
symbols that trigger awareness
of knowledge.
○ selected design and related
educational materials facilitate
symbol processes in knowledge
developed.
Big Ideas (Kieran Egan)
● Rousseau's development idea
○ brings into consideration the
basic maturing of the individual,
specifically the growth of mind.
○ to complete a total read on
knowledge, there to recognize the
various stages at which
individuals-young, mature, and
senior-are at optimal stages for
learning or experiencing diverse
realms of knowledge.
○ variety of ways in which
individuals process knowledge to
gain literacy.
○ include learner development in the
curriculum algorithm.
Big Ideas (Kieran Egan)

These three base ideas all have contributions to give, and all have
significant flaws that must be recognized. However, the strengths of each
idea can offset the flaws of each idea.
Sources of
Curriculum
Design
● Ronald Doll: four foundations
of curriculum design(science,
society, eternal truths, and
divine will.)
● Dewey and Bode and Tyler:
knowledge, society, and the
learner.”
SCIENCE AS A SOURCE
● scientific method when designing curriculum.
● design contains only observable and quantifiable
elements.
● problem solving is prioritized.
● emphasizes learning how to learn: cognitive
psychology.
● problem-solving procedures reflect our understanding
of science and organization of knowledge.
● teaching of thinking strategies.
● the only constant: the procedures by which we
process knowledge.
SOCIETY AS A SOURCE
● school is an agent of society
● analysis of the social situation.
● socialization function of schooling.
● they are part of and are designed to serve to some
extent the interests of their local communities and
larger society.
● current and future society at the local, national, and
global levels.
● schools function not only with social communities,
but with political ones as well. Political pressure on
schools continues at the local, state, and national
levels. (No Child Left Behind ; Race to the Top,)
MORAL DOCTRINE AS A SOURCE
● look to the past for guidance
● lasting truths: great thinkers of the past.
● stress content and rank some subjects as more
important than others.
● guided by the Bible or other religious texts.
● relationship between knowledge and people's
spirituality.
● D Huebner: education can address spirituality without
bringing in religion.
● J Moffett, spirituality fosters mindfulness,
attentiveness, awareness of the outside world, and
self-awareness.
● curriculum designers ask questions about the nature
of the world, the purpose of life, and what it means to
be human and knowledgeable.
● if we strive to educate and encourage the emergence
of a fully autonomous individual who can connect
with fellow humans in the world community, we must
create educational experiences that foster not just
the intellectual and emotional selves, but also the
spiritual and empathic selves. (Doctors Without
Borders)
KNOWLEDGE AS A SOURCE
● Knowledge is the primary source of curriculum.
● Plato: when the most prized and useful knowledge is
coded in writing, it can then be taught to students;
result of such learning enables students to
apprehend the world closer to the real reality.
● Herbert Spencer : What knowledge is of most worth?;
knowledge may be a discipline; Undisciplined
knowledge does not have unique content;
● Nel Nodding: majority of school curricula worldwide
draw from knowledge organized as traditional
disciplines, curricular organizations: not unique and
not likely to change greatly.
THE LEARNER AS A SOURCE
● curriculum should derive from our knowledge of
students: how they learn, form attitudes, generate
interests, develop values.
● the learner should be the primary source of
curriculum design
● Rousseau's theory of development, psychological
foundations, how minds create meaning.
● cognitive research; ways to develop activities
facilitating perceiving, thinking, and learning.
● microbiological research: educational environment
can influence the anatomy of a child's brain; quantity
and quality of experiences physically affect brain
development.
Design
Dimension
Considerations
● Scope
● Sequence
● Continuity
● Integration
● Articulation
● Balance
Scope
● curriculum's breadth and depth of content
● Ralph Tyler: consisting of all the content, topics,
learning experiences, and organizing threads
● John Goodlad and Zhixin Su : curriculum's horizontal
organization. all types of experiences including
cognitive and affective learning
● a simple listing of key topics and activities. (TIME)
● issues: knowledge explosion, student diversity,
content overload, curriculum themes, consider
learning's cognitive, affective, and psychomotor
domains (moral or spiritual) domain and what will be
covered and in what detail within each domain
Sequence
● a curriculum that fosters cumulative and continuous learning.
● how content and experiences can build on what came before.
● Basis: logic of the subject matter VS how individuals process
knowledge.
● Psychological principles draw on research on human growth,
development, and learning (Big Idea 3).
● Piaget's: framework for sequencing content and experiences;
relating expectations to students' cognitive levels.
● influenced by current research on brain development: scientists
are gaining understanding leading to ways to create educational
agendas to enable educators to create educational
environments that contain experiences that will greatly affect
the individual's brain.
Principles of Sequencing Curricular Content (Othanel Smith, William
Stanley, and Harlan Shores)

● Simple-to-complex learning : content is optimally organized in a

sequence proceeding from simple subordinate components to
complex components, highlighting interrelationships among
components; presented with easy (often concrete) content and
then with more difficult (often abstract) content.
● Prerequisite learning is similar to part-to-whole learning: It works on
the assumption that bits of information must be grasped before
other bits can be comprehended.

● Whole-to-part learning: curriculum be arranged so that the content

or experience is first presented in an overview that provides
students with a general idea of the information or situation.

● Chronological learning: sequence reflects the times of real-world

occurrences." ; History, political science, and world events
Continuity
● vertical repetition of curriculum components.
● Tyler: it is necessary to see that there is recurring and
continuing opportunity for these skills to be practiced and
developed.
● ideas and skills should develop over time reappear over the
length of the curriculum.
● ensures that students revisit crucial concepts and skills.
● recent research in cognitive psychology: the amount of brain
employed in performing a process may explain somewhat how
well an individual performs particular tasks.

● Herbert Simon: we all can become masters of something if we

devote sufficient time and effort(constructivist approach)

● Jerome Bruner: spiral curriculum.

● organized according to the interrelationships among the basic

ideas and structures of each major discipline.
Integration
● linking all types of knowledge and experiences contained
within the curriculum plan.

● links all the curriculum's pieces so that students

comprehend knowledge as unified rather than atomized.

● emphasizes horizontal relationships among topics and

themes from all knowledge domains.

● a way of thinking about schools' purposes, curriculum's

sources, and the nature and uses of knowledge.
● Overemphasis: interdisciplinary curriculum

● artificially compartmentalizes knowledge.

● themes derived from real-life concerns; lines between the

subject content of different disciplines should be erased.

● stresses attitudes, values, and social skills.

Articulation
● vertical and horizontal interrelatedness of various aspects
of the curriculum,
● curriculum components occurring later in a program's
sequence relate to those occurring earlier.
● Vertical articulation: sequencing of content from one grade
level to another; ensures that students receive necessary
preparation for coursework.
● Horizontal articulation (correlation): association among
simultaneous elements, is difficult to achieve
Balance
● giving appropriate weight to each aspect of the design.

● students can acquire and use knowledge in ways that

advance their personal, social, and intellectual goals.

● requires continuous fine-tuning as well as balance in our

philosophy and psychology of learning
 2
Review Different
Curriculum
Designs
Different
Curriculum
Designs
● Subject Centered
○ Subject
○ Discipline
○ Broad Fields
○ Correlation
○ Process
Different
Curriculum
Designs
● Learner Centered
○ Child centered
○ Experience centered
○ Romantic/Radical Design
○ HUmanistic
Different
Curriculum
Designs
● Problem Centered
○ Life Situations
○ Reconstructionist
 3
Discuss and
differentiate
Curriculum Design
Frameworks
Curriculum
Design
Frameworks
● Modern Influenced Designs
● Postmodernism-Influenced
Designs

● Shadow Curriculum
MODERN INFLUENCED DESIGNS
(CONSTRUCTIONIST PERSPECTIVE)
● Western society since the mid-16th and early 17th centuries.
○ Francis Bacon: Scientific method
○ Isaac Newton: approach to analyzing the mysteries of reality.
○ Frederick Taylor: Scientific banter: “The world could be managed, manipulated,
even controlled.”
● Majority of cases of curriculum design and development, accept the assumptions of the
modern theoretical stance and act accordingly.
● View curricula as containing various parts:
○ objectives, contents, experiences, and evaluations.
○ These parts can be identified and manipulated so as to generate designed effects
that can be measured.
POSTMODERNISM-INFLUENCED
DESIGNS (POSTCONSTRUCTIVIST
PERSPECTIVE)
● Doubt and suspicion are really the goals of the curriculum. (Doll)
○ There is nothing like an event, curriculum, subject, object, cause, or effect as thing
or phenomenon in itself. This perspective leads us to the pure mobility of life
generally and the unfinalized and living curriculum”
● Aspects: Mobility, ambiguity, uncertainty, chaos, complexity
○ subsumes chaos theory, complexity theory, and the concept of nonlinearity in the
sciences, mathematics, and medicine.
● We can plan for certain contents and experiences, buy we cannot be certain that the
results achieved will be exactly as stated in a curriculum guide/lesson plan.
● Multilayered learnings in intellectual, emotional, and even spiritual realms, which do not
cease at the end of the lesson.
● Learnings when combined with creativity and imagination flourish in myriad ways

● Curricula in a postmodern world as improvisational theater.

SHADOW CURRICULUM
● Operational curriculum
○ curriculum that actually gets taught or that emerges as a result of
the teachers selecting particular aspects of the planned curriculum.
○ Teachers decide content, materials, experience and motivational
prompts to employ.
○ The teacher's decisions are influenced by: 1) his or her "read" of the
community's and the school's political, social, and philosophical
views and beliefs; 2) own educational, political, social, and
economic histories, as well as experiences and personality.
● Hidden Curriculum
○ arises from the interactions among students and between
students and teachers.
○ content and understandings that are implicit in the
operational curriculum.
○ can be influenced by the sequencing and emphases of the
operational curriculum content and engaged experiences.
○ teachers' instructional strategies influence the hidden
curriculum either positively or negatively.
○ Intangible aspects of community life do have an impact on
the formal, the operational, and the hidden curriculum, as
well as the null curriculum
● Null curriculum
○ refers to curriculum content, values, and experiences that
are omitted by the teacher but recognized as being ignored
by students, the community, or both. (Eisner)

All curricula, regardless of design, have these shadow curricula. Shadow

curricula exist because curricula are the products of humans. Teachers and
students make decisions everyday. A multitude of factors influences the
actions of all the players in the educational drama.
 4
Discuss the Major
Foundations of
Curriculum Design
Foundations of
Curriculum
Design
● Philosophical
● Historical
● Psychological
● Sociological
OPEN CLASS QUESTION 1:
Which do you think is the
most influential foundation
(Philosophical, Historical,
Psychological, Sociological)?
Explain.
Philosophical
● Idealism (Plato)
○ Idealism advocates that ideas constitute what is real and
permanent, emphasizes the spiritual component of man

○ Education is the process of development of a person, his/her

conscious and spiritual self. The ultimate responsibility for learning
rests with learners. The school exists to develop character, increase
knowledge, and cultivate aesthetic taste. The teacher is expected
to be a model, friend, and guide to the learners.
● Realism (Aristotle)
○ matter or objects that we see exist by themselves
○ Principles: the principle of independence of matter, the principle of
orderliness of the world behind its organization, the principle of the
world as real as discovered by the scientist.

● The ultimate educational aim is achievement of knowledge of nature

and inner workings of the universe. Education is essentially
transmission of inherited culture from one generation to another.
Disciplines of curriculum should contain certain elements of culture.
Students should learn disciplines to develop intellectual skills to
discover important principles and theoretical insights.
● Pragmatism (John Dewey)
○ Arguments against Idealism and Pragmatism (content included
meaningless and needless content, did not give a utility education,
rigid
○ Truth also should be the idea that has been tested, verified, and
found effective in solving problems

○ Educational Aim: Develop Learners’ Ability to Deal with Future

Problems(Learning from experience). Pragmatists propose a
curriculum based on problems that arise out of daily living. School
is therefore an extension of home and community. Teachers should
be a resource and guide; thus a motivator. Teaching must be child-
centered. For pragmatists, all subjects are vital.
● Existentialism (Sartre)
○ Reality is subjective. Values emphasized are those that the
individual chooses freely according to his/her perception.

○ The main implication is an emphasis on knowledge and abilities for

personal choice. Hence, the need to acquire knowledge and
principles of the human condition and acts of choice-making.
Curriculum should have a broad range of subject matter from which
learners can choose. Philosophy can free learners to expand their
learning and what they believe. Thus, there should be no standard
guides for teachers to follow, given that learners are unique.
EDUCATIONAL THEORIES
Educational Philosophical Education Knowledge Educational Curriculum
Philosophy Base Aims Focus Roles Focus

Teacher helps
Educate the Focus on past students think
Classical subjects
Idealism rational person. and permanent rationally.
studies, mastery
Perennialism
of facts, and
timeless Constant
Realism Cultivate the Explicit teaching
knowledge. curriculum
intellect. of traditional
values.
Educational Philosophical Education Knowledge Educational Curriculum
Philosophy Base Aims Focus Roles Focus

Essential skills
Promote the Essential skills
Teacher is an (three Rs –
intellectual and academic
authority in his or reading, writing,
growth of the subjects
Idealism her subject field. and arithmetic)
individual.
Essentialism
Mastery of
Realism Explicit teaching Essential
Educate the concepts and
of traditional subjects (English,
competent principles of
values. science, history,
person. subject matter
math)
Educational Philosophical Education Knowledge Educational Curriculum
Philosophy Base Aims Focus Roles Focus

Based on
students’
interests.

Knowledge leads
to growth and
development. Teacher is a Involves the
Promote guide for application of
Progressivism Pragmatism democratic, problem-solving human problems
social living. and scientific and affairs.
Focus on active inquiry.
and relevant
learning.
Interdisciplinary
subject matter;
activities and
projects.
Educational Philosophical Education Knowledge Educational Curriculum
Philosophy Base Aims Focus Roles Focus

Teacher serves Emphasis on

as an agent of social sciences
Improve and
change and and social
reconstruct
Skills and reform. research
society.
subjects needed methods.
Reconstructivism Pragmatism to identify and
solve problems of Helps students
Education is for society. become aware of Examination of
change and
problems social, economic,
social reform.
confronting and political
humankind. problems
Theories of Subject Matter
● Theory 1: Subject matter should be taught for its own
sake.

● Theory 2: Subject matter should be taught for use.

● Theory 3: Subject matter is merely a medium for teaching

intellectual processes, skills, attitudes and appreciations.
The Influence Of Philosophy To Curriculum
● Educators, curriculum makers, and teachers must have
espoused a philosophy or philosophies deemed necessary for
planning, implementing, and evaluating a school curriculum. The
philosophy they have embraced will help them achieve the
following:
○ define the school’s purpose,
○ identify the essential subjects to be taught,
○ design the learning students must have,
○ develop approaches or methodologies on how students
can gain the knowledge, skills, and attitude,
○ produce the instructional materials,
○ identify the methods and strategies to be used, and
○ determine how teachers will evaluate students.
Historical Foundations:
The history of one’s country can affect
its educational system and the
curriculum.
Famous Curriculum Theorists in History
● FRANKLIN BOBBIT (1876-1956)
○ Bobbit believes that the learning objectives, together
with the activities, should be grouped and
sequenced after clarifying the instructional
activities and tasks
○ He also views curriculum as a science that
emphasizes the needs of the students.
○ This viewpoint explains why lessons are planned
and organized depending on the needs of the
students and these needs must be addressed by the
teachers to prepare them for adult life.
Famous Curriculum Theorists in History
● WERRET CHARTERS (1875-1952)
○ Aside from emphasizing the students’ needs, he
believes that the objectives, along with the
corresponding activities, should be aligned with the
subject matter or content.
○ For that reason, department chairpersons or course
coordinators scrutinize the alignment or matching of
objectives and subject matter prepared by the
faculty members.
Famous Curriculum Theorists in History
● WILLIAM KILPATRICK (1871-1965)
○ For him, the purpose of curriculum is child
development, growth, and social relationship.
○ He also introduced the use of small group
interaction, and the project method in which the
teacher and students plan together.
○ Thus, it is called as the child-centered curriculum.
Famous Curriculum Theorists in History
● HAROLD RUGG (1886-1960)
○ He introduced the concept of the development of
the whole child, the inclusion of social studies, and
the importance of curriculum planning in advance.

● HOLLIS CASWELL (1901-1989)

○ He believes that subject matter is developed around
the interest of the learners and their social
functions.
○ So, the curriculum is a set of experiences.
○ Learners must experience what they learn.
Famous Curriculum Theorists in History
● RALPH TYLER (1902-1994)
○ And as to the hallmark of curriculum development
as a science, Ralph Tyler believes that curriculum
should revolve around the students’ needs and
interests. T
○ The purpose of curriculum is to educate the
generalists and not the specialists, and the process
must involve problem solving.
○ Likewise, subject matter is planned in terms of
imparting knowledge, skills and values among
students.
Psychological Foundations:
Psychology provides information about the
teaching and learning process.
Seeks answers on how a curriculum will be
organized to achieve students’ learning at the
optimum level
What amount of information they can absorb in
learning the various contents of the curriculum.
Psychological Theories
● BEHAVIORISM
○ The mastery of the subject is given more emphasis.
○ So, learning is organized in a step-by-step process.
○ Using drills and repetition are common.
○ For this reason, many educational psychologists
viewed it as mechanical and routine. Though many
are skeptical about this theory, we can’t deny the
influences it had on our educational system.
● COGNITIVISM
○ Cognitive theorists focus on how individuals process
information, monitor and manage their thinking. The
basic questions cognitive psychologists zero in on
are:
■ How do learners process and store information?
■ How do they retrieve data and generate
conclusions?
■ How much information can they absorb?
■ With their beliefs, they promote the
development of problem-solving and thinking
skills and popularize reflective thinking, creative
thinking, intuitive thinking, discovery learning,
and others.
● HUMANISM
○ Taken from Gestalt’s theory, Abraham Maslow’s
theory, and Carl Rogers’ theory.
○ Concerned with the development of human
potential.
○ In this theory, the curriculum is after the process,
not the product; focuses on personal needs, not on
the subject; and clarifying psychological meanings
and environmental situations.
○ Learners are human beings who are affected by their
biology, culture, and environment.
○ Curriculum developers must craft a more advanced,
more comprehensive curriculum that promotes
human potential. Teachers educate not only the
minds, but the hearts as well
Sociological Foundations:
Sociology emphasizes the influence of society
on education.
It is founded on the belief that there is a mutual
and encompassing relationship between
society and curriculum because it exists within
the societal context.
● Though schools are formal institutions that educate the
people, other units of society educate or influence the
way people think, such as families and friends, and
communities.

● Since society is dynamic, many developments are

difficult to cope with and adjust to. But the schools are
made to address and understand the changes not only in
one’s country but in the world as well.
● Therefore, schools must be relevant by making their
curriculum more innovative and interdisciplinary. A
curriculum that can address global learners’ diversities,
the explosion of knowledge through the internet, and the
educational reforms and policies recommended or
mandated by the United Nations.

● However, it is also imperative that a country must have

maintained a curriculum that reflects and preserves its
culture and aspirations for national identity. No matter
how far people go, it is the country’s responsibility to
ensure that the school serves its purpose of educating
the citizenry.
Educational Policies
● Promising policy options
○ Early childhood education
○ Incorporating learning through play
○ Sufficient financing for implementing education through play
○ Provide clear, user-friendly curriculum implementation guides for
teachers and managers
○ Making inclusive, context-based and human-rights-based content
○ Incorporating peace education into the curriculum
○ Curriculum Review, Integration, Assessment, and Evaluation
○ Student Assessment and feedback, Teaching and Teacher
Education
 ● Other policy options
○ Digital exchange for comparing different curriculum
○ Resource Allocation for better implementation of the
curriculum
● Policy options for improving Equity and Inclusion
○ Gender-responsive policies
○ Develop gender-responsive curricula
○ Review existent curriculum
○ Teacher education curriculum
● Policies for children with disabilities
○ Inclusive curriculum
○ Provide training to teachers and school leaders

SOURCE: https://policytoolbox.iiep.unesco.org/policy-option/curriculum-development/
 5
Discuss the
Phases and
Steps of
Curriculum
Design
Phases of
Curriculum
Design
● Planning
● Content and Methods
● Implementation
● Evaluation and Reporting
PHASE I: PLANNING
Identify Issue/Problem/Need

● explores some of the questions that need to be

addressed to define the issue and to develop a
statement that will guide the selection of the
members of a curriculum development team.
● issue statement also serves to broadly identify,
the scope (what will be included) of the
curriculum content.
PHASE I: PLANNING
Form Curriculum Development Team

● members of the curriculum development team can

be selected including the: (1) the roles and functions
of team members, (2) a process for selecting
members of the curriculum development team, and
(3) principles of collaboration and teamwork.
● to obtain expertise for the areas included
PHASE I: PLANNING
Conduct Needs Assessment and Analysis

● Needs Assessment: KAP - Knowledge, Attitude,

and Practice Survey; focus groups; and
environmental scanning.
● Analysis: describes techniques on how to use the
data and the results of the information gathered.
Included are: ways to identify gaps between
knowledge and practice; trends emerging from the
data; a process to prioritize needs; and
identification of the characteristics of the target
audience.
PHASE II: CONTENT AND METHODS
State Intended Outcomes

● Intended outcome: states what the learner will be

able to do as a result of participating in the
curriculum activities.
● This section includes: (1) a definition of intended
outcomes, (2) the components of intended
outcomes (condition, performance, and standards),
(3) examples of intended outcomes, and (4) an
overview of learning behaviors.
PHASE II: CONTENT AND METHODS
Select Content

● Primary questions are: "If the intended outcome is

to be attained, what will the learner need to know?
What knowledge, skills, attitudes, and behaviours
will need to be acquired and practiced?"
● The scope (breadth of knowledge, skills, attitudes,
and behaviours) and the sequence (order) of the
content are also discussed.
PHASE II: CONTENT AND METHODS
Design Experiential Methods

● After the content is selected, the next step is to

design activities (learning experiences) to help the
learner achieve appropriate intended outcomes.
 PHASE III:IMPLEMENTATION
Produce Curriculum Product

● Actual production of curriculum materials begins.

This section includes: 1) suggestions for finding and
evaluating existing materials; 2) evaluation criteria;
and 3) suggestions for producing curriculum
materials.

Test and Revise Curriculum

● Suggestions to select test sites and conduct a

formative evaluation of curriculum materials during
the production phase. 4
PHASE III:IMPLEMENTATION
Recruit and Train Facilitators

● Adequate training provided for facilitators to implement

it. Suggestions for recruiting appropriate facilitators are
provided with a sample three-day training program.

Implement Curriculum

● Effective implementation of newly developed

curriculum products is unlikely to occur without
planning. Strategies to promote and use the curriculum
are discussed in this step.
PHASE IV: EVALUATION AND
REPORTING
Design Evaluation Strategies

● Two types of evaluation, formative and

summative, are used during curriculum
development.
● Formative evaluations are used during the needs
● assessment, product development, and testing
steps. Summative evaluations are undertaken to
measure and report on the outcomes of the
curriculum. This step reviews evaluation
strategies and suggests simple procedures to
produce valid and reliable information.
PHASE IV: EVALUATION AND
REPORTING
Reporting and Securing Resources

● The final element in an evaluation strategy is

"delivering the pay off (i.e., getting the results
into the hands of people who can use them). In
this step, suggestions for what and how to
report to key shareholders, especially funding
and policy decision makers, are provided and a
brief discussion on how to secure resources for
additional programming.
OPEN CLASS QUESTION 2:
What is the most
important Phase
for you? Why?
Steps in
Curriculum
Design
● Diagnosing needs
● Formulating specific objectives
● Selecting content
● Organizing the contents
● Selecting the learning experience
● Organizing the learning experience
● Evaluating
● Checking for balance and sequence
Steps in Curriculum Design
Diagnosing Needs

● Diagnosis helps to make a general analysis of

problems, conditions and difficulties.
● Generates a new emphasis and new ideas about
the curriculum, by gaining in-depth knowledge of
various sources such as cumulative student
records, teacher recordings, parent interviews,
children’s cases and their IQ achievements.
● Diagnosis leads to understanding the main needs at
different stages of the curriculum.
Formulating Specific Objectives

● The objectives will be very comprehensive in terms

of the following:
○ Concepts or ideas to be learned
○ Attitudes, sensitivities and feelings to be
developed
○ Ways of thinking to be reinforced,
strengthened or initiated
○ Habits and skills to be mastered
● Based on the diagnosis, the specific objectives are
related to the concepts, ideas needed to learn at a
stage, specific aspects of thinking, attitudes, skills,
and so on.
Selecting the Content

● When selecting the content, the following should

be meticulously planned:
○ Selecting the topic, basic ideas and specific
content
● Select the relevant topics through which the
objectives formulated unit by unit can be achieved;
the topics have to be finalized.
● Then attention needs to be paid to the idea in
order to incorporate it into the broad content.
● To fit the idea and topics, specific content is
planned to finalize the broad areas of the
curriculum.
Organizing Content

● Take into account the following:

○ Sequential order
○ From the concrete to the abstract
○ From the simple to the complex
○ From the known to the unknown
○ From immediate to remote
○ From easy to difficult
● It should follow an inductive logical arrangement of
the content and a psychological sequence. There
must be a connection between ideas, facts and
relationships.
Selecting and Organizing Learning
Experiences
● The criteria by which the content is developed
should provide/plan/visualize what students need
to experience in order to acquire certain behavioral
competencies and sequence of the experiences.
● Care should be taken to include a variety of
learning –reading, writing, observing,investigating,
analyzing, discussing, tabulating, painting and
absorbing.
● Introduction, Opening, Orientation- Generally,
looking at learning experiences, at least 3 main
stages should be involved.
● These include the following activities:
○ Providing diagnostic tests for the teacher
○ Helping students make a connection with their
own experience
○ Awakening interest
○ Providing concrete descriptive data
○ Creating engagement and motivation
Evaluating

● Evaluation is determining the objectives, diagnosing

or establishing a baseline for learning and
assessing progress and change
● Evaluation is a continuous diagnosis along with the
comparison of results.
● Even several informal devices can also be used to
evaluate the outcomes of the unit and the
curriculum on the whole.
● Whether the objectives of the curriculum are met
needs to be evaluated.
Checking for Balance and Sequence

● After completing unit by unit and the whole

curriculum, it is necessary to check the overall
consistency between its parts or individual aspects.
● Every aspect needs to be checked-whether the
core ideas are reflected in the content, whether
suitable learning experiences are planned for the
content, and whether the overall achievement of
the objectives is planned for the overall progress of
the subject.
The process of Curriculum Development (CD) encompasses the
design and development of integrated plans for learning, the
design of the implementation of the plans and the evaluation of
the plans, their implementation, and the outcomes of the
learning experience.

The fundamental purpose of curriculum development is to

ensure that students receive integrated and coherent learning
experiences that contribute to their personal, academic and
professional learning and development.
 6
Discuss the types
of learning
outcomes, and try
to formulate them
Intended
Outcomes
An intended outcome is a statement of what a
learner will specifically know and be able to do
as a result of participating in the activities
planned in the curriculum.

How will learners be different after completing

the curriculum?

A list of specific skills, knowledge, or

characteristics that learners will have as a
result of going through the curriculum can be
generated.
Components of Intended Outcomes

● Conditions
○ are clearly specified under which the learner
will exhibit the desired behavior,
○ the situation, limits, supplies, materials, tools,
and equipment under which the behaviour will
be performed).

○ Given a list of examples.......

○ While in a group discussion...........
○ Using the personal budget plan.....
Components of Intended Outcomes

● Performance
○ states what observable (measurable)
behaviour the learner will be able do in order
to demonstrate the intended outcome
(objective) has been attained.

○ The learner will be able to name.............

○ The learner will restate.........
○ The learner will apply.............
Components of Intended Outcomes

● Standards
○ describe how much or how precisely the
quality of work (task or application of
knowledge) is required to achieve an aceptable
level of performance.

○ Given a list of situations, learners will be able

to name two problem solving steps for each
example.
○ While in a group discussion, the learner will
restate each question before answering.
Characteristics of Outcomes

● Specific
● Measurable
● Attainable
● Realistic
● Time-bound
Categories of Learning Behaviours:
1. Knowledge and intellectual (cognitive/thinking);
2. Physical action and motor skills (psychomotor),
and
3. Feelings and attitudes (affective).
KNOWLEDGE AND INTELLECTUAL
ABILITIES
● Range from simple recall to complex
synthesis, and evaluation. Bloom, (1955)
categorized cognitive objectives in a
progressive hierarchy from the least to the
most complex levels: knowledge,
comprehension, application, analysis,
synthesis, and evaluation.
KNOWLEDGE AND INTELLECTUAL
ABILITIES
● Knowledge and Comprehension
○ includes remembering or recalling:
previously learned material and
grasping the meaning of the material.
● Application
○ ability to use learned material (rules,
methods, concepts, principles, laws,
and theories) in new and concrete
situations
○ require a higher level of understanding
KNOWLEDGE AND INTELLECTUAL
ABILITIES
● Analysis: the ability to break down and
analyze material into component parts;
● Synthesis: identify the organizing principles
governing the interaction of the parts; put
the parts together to form a new whole
● Evaluation: judge the value of something
based on definite criteria,
● Highest in the cognitive hierarchy.
● Conscious value judgements based on
clearly defined criteria.
PHYSICAL ACTION AND MOTOR SKILLS

● include competencies in the physical

performances occupational skill or task.
● Examples include physical acts such as
writing, speaking, playing ball, sewing, or
adjusting a carburetor
FEELINGS AND ATTITUDES(Krathwohl, 1964)

● Receiving : refers to the learner's

willingness to attend to a particular
phenomena or stimuli. From awareness
that something exists to selective attention
on the part of the learner.
● Responding : refers to active participation
on the part of the learner who not only
attends to a particular phenomenon but
also reacts to it in some way. Emphasize
agreement, willingness to respond or
satisfaction in responding.
FEELINGS AND ATTITUDES(Krathwohl, 1964)

● Valuing: concerned with the value a learner

attaches to a particular object, phenomenon, or
behaviour. This ranges in degree from the simple
acceptance of a value to the more complex level of
commitment.
● Valuing is based on internalizing a set of specified
values, but are expressed in the learner' s overt
behavior.
● Consistent and stable behavior to make the value
clearly identifiable.
● Instructional objectives, classified under "attitudes
and "appreciation", would fall into this category
FEELINGS AND ATTITUDES(Krathwohl, 1964)

● Organizing: concerned with bringing together

different values, resolving conflicts between them,
and beginning the building of an internally
consistent value system.
● Emphasis is on comparing, relating, and synthesizing
values.
● Learning outcomes may be concerned with
conceptualizing a value or with organizing a value
system
● Instructional objectives relating to the development
of a philosophy of life would fall into this category.
FEELINGS AND ATTITUDES(Krathwohl, 1964)

● Characterizing by a Value or Value Complex:

● The learner has a value system that has controlled
his or her behaviour for a sufficiently long time to
have developed a characteristic "life style."
● Thus, the behaviour is pervasive, consistent, and
predictable.
● Learning outcomes at this level cover a broad range
of activities, but the major emphasis is that
behaviour is typical or characteristic of the learner.
● Instructional objectives concerned with the learner's
general patterns of adjustment (personal, social,
emotional) would be appropriate here.
ADDITIONAL MATERIALS

● https://www.youtube.com/watch?v=bJ56oxtVL3E
● https://drive.google.com/drive/folders/1UoABhwMqQ
iQ_iOVA8pSS2K5CZrMmxBgp?usp=share_link
OPEN CLASS QUESTION 3:
State one intended
outcome for each
domain
References
● Ornstein, A. & Hunkins, F. (2018).Curriculum, Foundations, and Issues. 7th Edition. Pearson.
● Alvior, M. (2015).Four Major Foundations of Curriculum and their Importance in Education.
● Advance Consulting for Education. (2012).A Basic Curriculum Design Framework.
● Vestal’s 21st Century Classroom. (2021).12 Things You Need to Know to Be a Curriculum Developer.
● Philosophical Foundations: https://oer.pressbooks.pub/curriculumessentials/chapter/philosophical-
foundations-of-curriculum/
● Educational Policies https://policytoolbox.iiep.unesco.org/policy-option/curriculum-development/
● Overview of the Curriculum Development Process. Phase II: Content and Methods. FAO. (2018).
● FAQ’s. Utel University
https://repogbl.utel.edu.mx/recursos/files/r1r/w291w/L2PD105_Curricular_and_institutional_design_w3.pdf
● Phases of Curriculum Development. https://www.fao.org/3/ah650e/ah650e03.htm
Do You Have Questions About Today’s Lesson?
Here are the tasks you need to accomplish after this
lesson:
Activity Mode

● Answer the Open Class Questions

Deadline: Thursday, November 17, 2022 at 23:59 hrs Manila time.

● Participate in Forum 2, Stage 1 (Week 3)

Deadline: Thursday, November 17, 2022 at 23:59 hrs Manila time.

● Choose an Assessment Mode

● Check the Contents of Week 4

● Post Comments and Queries (About Unit 1, 2 or 3)

Exam Mode

● Answer the Open Class Questions

Deadline: Thursday, November 17, 2022 at 23:59 hrs Manila time.

● Answer the Exam located in the contents of the Exam Mode (Week 3)
Deadline: Thursday, November 17, 2022 at 23:59 hrs Manila time.

● Choose an Assessment Mode

● Check the Contents of Week 4

● Post Comments and Queries (About Unit 1, 2 or 3)

Final Project Mode

● Answer the Open Class Questions

○ Deadline: Thursday, November 17, 2022 at 23:59 hrs Manila time.

● Prepare an essay to be part of the Partial Project to be passed on W4

● Choose an Assessment Mode

● Check the Contents of Week 4

● Post Comments and Queries (About Unit 1, 2 or 3)

Here are some CLass Rules you need to follow:
Things to do:
BEFORE:
Read the contents.
Watch all videos
Write down questions.
Check messenger for reminders and requirements.

DURING
Listen attentively.
Write down and ask questions and clarification.
Answer open class questions.

AFTER
Submit requirements on time.
This is the end of today’s lesson

Thank You for Listening!

Arthea
Sunico Quesada
Arese