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POINTERS TO REVIEW Curriculum is the “what” while instruction is the “how”

of education. Oliva views the “curriculum as a program,
● BEC, RBEC,UBD, and K to 12 a plan, content, and learning experiences, whereas. we
● Designing the Curriculum may characterize instruction as methods, the teaching
● Approaches to Curriculum Designing/Models act, implementation, and presentation” (2005, p. 7).
● Curriculum Quality Audit
● Categories of Curriculum Change Building on Peter Oliva’s 10 Axioms for Curriculum
● Implementing a Curriculum Daily in the Designers
Classroom
● Learning Styles These axioms will be used to guide teachers in
● Multiple Intelligences designing a curriculum . Axioms are principles that
● Revised Blooms Taxonomy practitioners as curriculum designer can use as
● The Role of Technology in the Curriculum guidelines or frame of reference.

MULTIPLE INTELLIGENCES 1.Curriculum change is inevitable, necessary, and

desirable.
One of the characteristics of the curriculum is its
being dynamic. Teachers should respond to the changes
that occur in schools and in its context. Societal
development and knowledge revolution come so fast that
the need to address the changing condition requires new
curriculum designs.

2.Curriculum is the product of its time.

A relevant curriculum should respond to changes
brought about by current social forces, philosophical
positions, psychological principles, new knowledge, and
educational reforms. This is called timeliness.

3. Curriculum changes made earlier can exist

concurrently with newer curriculum changes.
DESIGNING THE CURRICULUM A revision in a curriculum starts and ends
slowly. Curriculum is gradually phased in and phased
Fundamentals of Curriculum Designing out, thus the changes that occur can coexist and
oftentimes overlap for long periods of time.
A curriculum as a planned sequence of learning
experiences should be at the heart and mind of every 4.Curriculum change depends on people who will
teacher. Every teacher as a curricularist should be implement the change.
involved in designing a curriculum. In fact, it is one of Teachers are the implementers of the curriculum
the teachers’ role as a curricularist. hence they should design and own the changes.

Designing a curriculum is a very challenging 5.Curriculum development is a cooperative group

task. It is here where the style and creativity of the activity.
teacher come in. Any significant change in the curriculum should
involve a broad range of stakeholders to gain their
Peter Oliva is a novelist and journalist whose understanding, support, and input
work has appeared in Canada, France, Spain, Italy and
Japan. His writing has been called "a Calvino-like 6. Curriculum development is a decision-making
intersection of art and reality," and "a complex process made from choices of alternatives.
meditation on suffering and love." He has written for A curriculum designer must decide what
numerous periodicals, including BRICK, Canadian contents to teach, philosophy or point of view to support,
Geographic, The Globe & Mail, and Japan's largest how to provide for multicultural groups, what methods
newspaper, The Daily Yomiuri. or strategies, and what type of evaluation to use.
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5.Assessment/ Evaluation
7.Curriculum development is an ongoing process. Learning occurs most effectively when students
Continuous monitoring, examination, receive feedback on what they have learned. It has three
evaluation, and improvement of curricula are to be main forms:
considered in the design of the curriculum. a. Self-assessment-students learn to monitor and
evaluate their own learning.
8. Curriculum development is more effective if it is a b. Peer assessment-students provide feedback on
comprehensive process, rather than a piecemeal. each other’s learning
A curriculum design should be based on a c. Teacher assessment- the teacher prepares and
careful plan, should clearly establish intended outcomes, administers tests and gives feedback on the
support resources and needed time available and should student’s performance.
equip teaching staff pedagogically.
Assessment may be formative (providing
9. Curriculum Development is more effective when it feedback to help the student learn more) or summative
follows a systematic process. (expressing a judgment on the student’s achievement by
A curriculum design is composed of desired reference to stated criteria.
outcomes, subject matter, content, set of procedures,
needed materials and resources and evaluation procedure TYPES OF CURRICULUM DESIGN MODELS
which can be placed in a matrix.
1.Subject-Centered Design
10.Curriculum development starts from where the
curriculum is. This is a curriculum design that focuses on the
Curriculum planners and designers should begin content of the curriculum. The subject-centered design
with an existing curriculum. corresponds mostly to the textbook because textbooks
are usually written based on the specific subject who
Elements or Components of a Curriculum Design firmly believed in this design. As practiced, school hours
are allocated to different school subjects such as Science,
1.Behavioral Objectives or Intended Learning Mathematics, Language, Social Studies, Physical
Outcomes Education and others.
The objectives or intended learning This is practiced in the Philippines, because
outcomes are the reasons for undertaking the learning school day is divided into class periods, a school year
lesson from the student’s point of view. It is to be into quarters or semesters. Most of the schools using this
accomplished in a particular learning episode. It should kind of structure and curriculum design aim for
be SMART: specific, measurable, attainable, result excellence in the specific subject discipline content.
oriented and time bound. Subject-centered curriculum design also has
some variation which are focused on the individual
2.Content / Subject Matter subject, specific discipline and a combination of
The content of the lesson or unit is the topic or subjects or disciplines which are broad field of
subject matter that will be covered. Subject matter interdisciplinary.
should be relevant to the outcomes of the curriculum. It
should be up to date and reflect current knowledge and 1.1 Subject Design
concepts. What subject are you teaching? What subject are
3.Reference taking? These are two sample questions that the teacher
It tells where the content or subject matter has and the learner can easily answer. It is because they are
been taken. The reference may be a book, a module, or familiar with the subject design curriculum.
any publication. It must bear the author of the material Subject design curriculum is the oldest and so
and if possible, the publication. far the most familiar design for teachers, parents and
other laymen. According to the advocates, subject design
4.Teaching and Learning Methods has an advantage because it is easy to deliver. Textbooks
These are the activities where the learners derive are written and support instructional materials are
experiences. It is always good to keep in mind the commercially available. Teachers are familiar with the
teaching strategies that students will experience and format, because they were educated using also the
make them learn. design. In the Philippine educational system, the number
of subjects in elementary education is fewer than in the
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secondary level. In college, the number of subjects also subject called social studies. Language arts will include
differs according to the degree programs being pursued. grammar, literature, linguistics, spelling, and
For each subject, a curriculum is being designed. composition.
However, the drawback of this design is that Sometimes called holistic curriculum, broad
sometimes, learning is so compartmentalized. It stresses fields draw around thematic design, where a specific
so much the content and forgets about students' natural theme is identified, and all themes and integration.
tendencies, interests and experiences. The teacher Interdisciplinary design is similar to other subject areas
becomes the dispenser of knowledge and the learners are revolving around the theme.
the simply the empty vessel to receive the information or
content from the teacher. This is a traditional approach to 1.Learner-Centered Design
teaching and learning. Among progressive educational psychologists,
the learner is the center of the educational process. This
emphasis is very strong in the elementary level, however,
1.2 Discipline design more concern has been placed on the secondary and even
This curriculum design model is related to the the tertiary levels. Although in high school, the subject
subject design. However, while subject design centers or content has become the focus and in the college level,
only on the cluster of content, discipline design focuses the discipline is the center, both levels still recognize the
on academic disciplines. Discipline refers to specific importance of the learner in the curriculum.
knowledge learned through a method which the scholars
use to study a specific content of their fields. Students in Here are some examples of curriculum designs which are
history should learn the subject matter like historians, learner-centered.
students in biology should learn how the biologists learn,
and so with students in mathematics, who should learn 1.1 Child-centered design.
how mathematicians learn. In the same manner, teachers This design is often attributed to the influence of
should teach how the scholars in the discipline will John Dewey, Rousseau, Pestalozzi and Froebel. This
convey the particular knowledge. curriculum design is anchored on the needs and interests
Discipline design model of curriculum is often of the child. The learner is not considered a passive
used in college, but not in the elementary or secondary individual but one who engages with his/her
levels. So from the subject-centered curriculum, environment. One learns by doing. Learners actively
curriculum moves higher to a discipline when the create, construct meanings and understanding as viewed
students are more mature and are already moving by the constructivists. In the child-centered design,
towards their career path or disciplines as science, learners interact with the teachers and the environment,
mathematics, psychology, humanities, history and others. thus there is a collaborative effort on both sides to plan
lessons, select content and do activities together.
1.3 Correlation design. Learning is a product of the child's interaction with the
Coming from a core, correlated curriculum environment.
design links separate subject designs in order to reduce
fragmentation. Subjects are related to one another and
still maintain their identity. For example, English 1.2 Experience-centered design.
literature and social studies correlate well in the This design is similar to the child- centered
elementary level. In the two subjects, while history is design. Although the focus remains to be the child.
being studied, different literary pieces during the experience-centered design believes that the interests and
historical period are also being studied. The is related to needs of learners cannot be pre-planned. Instead,
it, as they are taken in chemistry, physics and biology. experiences of the learners become the starting point of
Another example is literature as the core with an music, the curriculum, thus the school environment is left open
history, geography related to it. To use correlated design, and free. Learners are made to choose from various
teachers should come together and plan their 1.4 Broad activities that the teacher provides. The learners are
field design/interdisciplinary. Broad field design of empowered to shape their own learning from the
cooperatively. interdisciplinary is a variation of the different opportunities given by the teacher. In a school
subject-centered design cure the compartmentalization of where experience-centered curriculum is provided,
the separate subjects and integrate the contents that are different learning centers are found, time is flexible and
related to one another. Thus subjects such as geography, children are free to make options. Activities revolve
economics, political science, anthropology, sociology around different emphasis such as touching, feeling,
and history are fused. This design was made into one imagining, constructing, relating and others. The
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emergence of multiple intelligence theory blends well problems are based on common human activities. The
with experience-centered design curriculum. central focus of the core design includes common needs,
problems, and concerns of the learners. Popularized by
1.3 Humanistic design. Faunce and Bossing in 1959, it presented ways on how
The key influence in this curriculum design is to proceed using core design of a curriculum. These are
Abraham Maslow and Carl Rogers, Maslow's theory of the steps:
self- actualization explains that a person who achieves Step 1. Make a group consensus on important problems.
this level is accepting of self, others and nature; is Step 2. Develop criteria for selection of important
simple, spontaneous and natural; is open to different problems.
experiences; possesses empathy and sympathy towards Step 3. State and define the problem.
the less fortunate among the many others. The person Step 4. Decide on areas of study, including class
can achieve this state of self-actualization later in life but grouping.
has to start the process while still in school. Carl Rogers, Step 5. List the needed information for resources.
on the other hand, believed that a person can enhance Step 6. Obtain and organize information.
self-directed learning by improving self-understanding, Step 7. Analyze and interpret the information.
the basic attitude to guide behavior. Step 8. State the tentative conclusions.
In a humanistic curriculum design, the Step 9. Present a report to the class individually or by
development of self is the ultimate objective of learning. group.
It stresses the whole person and the integration of Step 10. Evaluate the conclusions.
thinking, feeling and doing. It considers the cognitive, Step 11. Explore other avenues for further problem-
affective and psychomotor domains to be interconnected solving.
and must be addressed in the curriculum, It stresses the
development of positive self-concept and interpersonal APPROACHES TO CURRICULUM DESIGN
skills. MODELS

2. Problem-Centered Design ● Child or Learner-Centered Approach

Generally, problem-centered design draws on This approach to curriculum design is based on
social problems, needs, interest and abilities of the the underlying philosophy that the child or the learner is
learners. Various problems are given emphasis. There the center of the educational process. It means that the
are those that center on life situations, contemporary life curriculum is constructed based on the needs, interests,
problems, areas of living and many others. In this purposes and abilities of the learners. The curriculum is
curriculum, content cuts across subject boundaries and also built upon the learners' knowledge, skills, previous
must be based on the needs, concerns and abilities of the learnings and potentials.
students. Two examples are given for the problem-
centered design curriculum. Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of
2.1 Life-situations design. the child.
What makes the design unique is that the 2. Make all activities revolve around the overall
contents are organized in ways that allow students to development of the learner.
clearly view problem areas. It uses the past and the 3. Consider the uniqueness of every learner in a
present experiences of learners as a means to analyze the multicultural classroom.
basic areas of living. As a starting point, the pressing
immediate problems of the society and the students' 1. Consider using differentiated instruction or
existing concerns are utilized. Based on Herbert teaching.
Spencer's curriculum writing, his emphases were 2. Provide a motivating supportive learning
activities that sustain life, enhance life, aid in rearing environment for all the learners.
children, maintain the individual's social and political
relations and enhance leisure, tasks and feelings. The The child-centered approach is illustrated in the example
connection of subject matter to real situations increases below:
the relevance of the curriculum.
School X is anchored on the theory of multiple
1.1 Core-problem design
intelligences in all its curricular and co-curricular
Another example of problem-centered design is
activities. Every classroom provides activity resource
core design. It centers on general education and the
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different activities.
materials. Learners can just choose which learning
3. The curriculum leads the learners in the
center to engage learner to be honed. It also allows
recognition of concerns and problems in seeking
learning how to learn, hence will develop in with
solutions. Learners are problem solvers
different resources. This arrangement allows for the
themselves.
capacity independence. The teacher acts as guide for
every learner. The learner sets the centers where
An example of the problem-centered approach is
children can learn on their own with the different
presented below.
learning goal that can be done within the frame of time.

School Z believes that a learner should be trained to

● Subject-Centered Approach
solve real life problems that come about because of the
This is anchored on a curriculum design which
needs, interests and abilities of the learners. Problems
prescribes separate distinct subjects for every educational
persistent in life and society that affect daily living are
level: basic education, higher education or vocational-
also considered. Most of the school activities revolve
technical education.
around finding solutions to problems like poverty, drug
problems, climate change, natural calamities and many
This approach considers the following principles:
more. Since the school is using a problem-based design,
1. The primary focus is the subject matter.
the same approach is used. Case study and practical
2. The emphasis is on bits and pieces of information
work are the teaching strategies that are utilized.
which may be detached from life.
Problem-centered approach has become popular in many
3. The subject matter serves as a means of identifying
schools.
problems of living.
4. Learning means accumulation of content, or
knowledge. CURRICULUM MAPPING
5. Teacher’s role is to dispense the content. Curriculum mapping is a model for designing,
refining, upgrading and reviewing the curriculum
Example of subject-centered approach is given below: resulting in a framework that provides form, focus and
function (Hale and Dunlap, 2010). It is a reflective
process tat helps teachers understand what has been
In another setting, School Y aims to produce the best
taught in class., how it has been taught and how learning
graduates in the school district. Every learner must excel
outcomes are assessed. This process was introduced by
in all academic subjects to be on top of every academic
Heidi Hayes Jacobs in 2004 in her book Getting results
competition. The higher the level of cognitive
with Curriculum Mapping (ASCD, 2004). This approach
intelligence, the better the learner. Hence the focus of
is an ongoing process or "work-in-progress". It is not a
learning is mastery of the subject matter in terms of
one time initiative but a continuing action, which
content. Every student is expected to be always on top in
involves the teacher and other stakeholders, who have
terms of mastery of discipline. Memorization and drill
common concerns. Curriculum mapping can be done by
are important learning skills. The school gives emphasis
teachers alone, a group of teachers teaching the same
to intellectual development, and sets aside emotional,
subject, the department, the whole school or district or
psychomotor and even value development. Success
the whole educational system.
means mastery of the content.
Benefits of Curriculum Mapping
● Problem-Centered Approach. 1. Curriculum mapping ensures alignment of the
This approach is based on a design which desired learning outcomes, learning activities
assumes that in the process of living, children experience and assessment of learning.
problems. Thus, problem solving enables the learners to 2. Curriculum mapping addresses the gaps or
become increasingly able to achieve complete or total repetitions in the curriculum. It reveals if certain
development as individuals. This approach is program goals or learning outcomes are not
characterized by the following views and beliefs: adequately covered or overly emphasized in the
1. The learners are capable of directing and current curriculum.
guiding themselves in resolving problems, thus 3. Curriculum mapping verifies, clarifies and
developing every learner to be independent. establishes alignment between what students do
2. The learners are prepared to assume their civic in their courses and what is taught in the
responsibilities through direct participation in classrooms and assessed as their learning.
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4. The curriculum maps visually show important A curriculum map is always a work in progress
elements of the curriculum and how they that enables the teacher or the curriculum review team to
contribute to student learning. create and recreate the curriculum. It provides good
5. Curriculum mapping connects all initiatives information for modification of curriculum, changing of
from instruction, pedagogies, assessment and standards and competencies in order to find ways to
professional development. It facilitates the build connections in the elements of the curricula.
integration of cross-curricular skills.

The Curriculum Map CURRICULUM QUALITY AUDIT

Curriculum maps are visual timelines that Curriculum Quality Audit (CQA) is a form of
outline desired learning outcomes to be achieved, curriculum mapping. It is a process of mapping the
contents, skills and values taught, instructional time, curriculum program or syllabus against established
assessment to be used, and the overall student movement standards. This process is supported by Susan Rafe when
towards the attainment of the intended outcomes. she said that the best practice in curriculum development
Curricular maps may be simple or elaborate that can be and implementation requires that discipline based
used by an individual teacher, a department, school, the standards embody curricular and program scopes and
whole school or educational system. A map is geared to sequences (Arafeh, 2016, p. 585). The curriculum quality
a calendar. audit requires a written curriculum and the tested
Curriculum maps provide quality control of curriculum linked to both the taught and the written
what are taught in schools to maintain excellence, curricula.
efficiency and effectiveness. It is intended to improve For those who want to engage in curriculum
instruction and maintain quality of education that all quality audit, the following questions are worth
stakeholders need to be assured of. considering:
Sometimes, parents and teachers would ask 1. Is the curriculum planned, executed, and
questions like: "Why is my friend's son studying assessed in accordance with appropriate
decimals in Mr. Bernardo's class and own son is not standards?
studying the same in Miss Julia's class when they are of 2. How does the school system conform to the
the same grade level?" or "Why do some of my students standards of quality in instructional organization
recognize the parts of speech while others are totally like specificity, quality and scope for teaching,
lost?" learning and assessment?
Parents, teachers and the whole educational 3. Are all students achieving success equally and
community can look at the curriculum map to see that effectively? If not, what can be done about it?
intended outcomes and content are covered. A map can Benefits of Curriculum Quality Audit
reassure stakeholders specific information for pacing, 1. Identify gaps, under and overrepresentation of
and alignment of the subject horizontally or vertically. It the curriculum based on the standards
will also avoid redundancy, inconsistencies and 2. Ensures alignment of learning outcomes,
misalignment. Courses that are not correctly aligned will activities and assessment to the standards
allow teachers to quickly assess the mastery of the skills 3. Achieves an internationally comparable
in the previous grade, to avoid unnecessary reteaching. curriculum as standards become the basis of the
Horizontal alignment, called sometimes as curriculum analysis.
"pacing guide", will make all teachers, teaching the same
subject in a grade level, follow the same timeline and The Philippine Professional Standards for
accomplish the same learning outcomes. This is Teachers (PPST) can be used as anchor in curriculum
necessary for state-mandated, standard-based assessment quality audit. aims to set clear expectations of teachers
that we have in schools. along well. defined career stages of professional
Vertical alignment, will see to it that concept development from beginning to distinguished practice.
development which may be in hierarchy or in spiral form The Philippines has adopted and implemented the PPST
does not overlap but builds from a simple to more through the Department of Education Order (DO) 42, s.
complicated concepts and skills. Alignment, either 2017. Teacher educators, program heads, curriculum
vertical or horizontal, will also develop interdisciplinary planners may refer to the PPST to quality audit' the pre-
connections among teachers and students, between and service teacher education curriculum as basis for quality
among courses. Teachers can verify that skills and assurance provision of teacher education.
content are addressed in other courses or to higher levels, The first CQA in teacher education curriculum
thus making learning more relevant. in the Philippines was initiated by the Research Center
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for Teacher Quality (RCTQ), the Philippine Normal fast learners.

University, Cebu Normal University, West Visayas ❖ Competitive activities, where students will test
University, Western Mindanao State University and their competencies against another in a healthy
other member universities of the National Network of manner, allow learners to perform to their
Normal Schools (3Ns). Using the curriculum quality maximum. Most successful individuals in their
audit (CQA) process, pre- service syllabi were mapped acalt life are competitive, even in early
to the PPST to ensure that standards for beginning schooling. They mostly become the survivors in
teachers (career stage 1) are addressed in the pre-service a very competitive world.
curriculum. Using the CQA, teacher educators are ❖ The use of various delivery modes to provide
assured that pre-service teachers embody the learning experiences is recommended. Online
competencies of beginning teachers as they practice their learning and similar modes are increasingly
profession in the Department of Education. important in many curricula, but these need to
There are other standards that can used in the be planned carefully to be effective.
CQA aside from the PPST. CHED CMOS 74 to 83 are There are some examples of very simple teaching-
standards set by the Commission on Higher Education, learning methods with detailed steps that you can start
specific to the degree program being offered and the using as you begin teaching Some Behaviorist Teaching
teachers who are the outcomes of the programs. They Learning Methods
have both the generic standards for all teacher education A. Direct Instruction: Barak Rosenshine Model (in
degree programs and specific standards for each degree Ornstein & Hunkins, 2018)
program. For example CMO 74. S. 2017 contain the Detailed Steps:
standards for Bachelor of Elementary Education, or for 1. State Learning Objectives/ Outcomes: Begin
teachers who will teach in the elementary level and lessons with a short statement of objective or desired
CMO 75, s. 2017 contain the standards for Bachelor of lesson learning outcomes.
Secondary Education or for teachers who will teach in 2. Review: Introduce short review of previous or
the secondary level. prerequisite learning.
Aside from the national standards for teachers, 3. Present new materials: Present materials in small,
there are also international standards for globalization sequenced 012). The ezon City manner.
like the Competency Framework for Teachers in 4. Explain: Give clear and detailed instructions and
Southeast Asia (CFT-SEA) of SEAMEO and SEAMES explanations.
and the European Tuning Asia Southeast (TASE) teacher 5. Practice: Provide active practice for all students.
competences. 6. Guide. Guide students during initial practice; or
provide seatwork activities.
7. Check for understanding. Ask several questions,
IV. Teaching and Learning Methods assess students' comprehension.
These are the activities where the learners derive 8. Provide Feedback. Provide systematic feedback and
experiences. It is always good to keep in mind the corrections.
teaching strategies that students will experience 9. Assess performance. Obtain student success rate of
(lectures, laboratory classes, fieldwork etc.) and make 80 percent or more during practice session.
them learn. The teaching-learning methods should allow 10. Review and test. Provide for spaced review and
cooperation, competition as well as individualism or testing.
independent learning among the students. For example:
❖ Cooperative learning activities allow students B. Guided Instruction: Madeline Hunter Model (in
to work together Students are guided to learn on Ornstein & Hunkins, 2018)
their own to find solutions to their problems. 1. Review. Focus on previous lesson, ask students to
The role of the teachers is to guide the learners. summarize main points.
Democratic process is encouraged, and each one 2. Anticipatory set. Focus student's attention on new
contributes to the success of learning. Students lesson. Stimulate interest in the new materials.
learn from each other in ways. Group projects 3. Objective. State explicitly what is to be learned: state
and activities considerably enhance the rationale or how it will be useful.
curriculum. 4. Input. Identify needed knowledge and skills for
❖ Independent learning activities allow learners learning new lesson; present materials in sequenced
to develop personal responsibility. The degree steps.
of independence to learn how to learn is 5. Modeling. Provide several examples or
enhanced. This strategy is more appropriate for demonstrations throughout the lesson.
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6. Check for understanding. Monitor students work Brian Castaldi in 1987 suggested four criteria in the
before they become involved in lesson activities, check provision of the environment or learning spaces in
to see understand directions or tasks. designing a curriculum. These criteria include (1)
7.Guided practice. Periodically ask students questions adequacy, (2) suitability, (3) efficiency and (4) economy.
and check 48 practice their answers. Again monitor 1. Adequacy- This refers to the actual learning space or
understanding. classrooms. Is the classroom large enough for student's
8. Independent practice. Assign independent work o mobility for class interaction and collaborative work. Is
when it is reasonably sure that students can work on their there enough light and ventilation so that the learning
own with understanding and minimal frustration. space is conducive, and safe for learning? To provide
learning condition that will provide opportunities that
C. Mastery Learning; JH Block and Lorin Anderson will develop the 21" century skills, there must be a
Model (in Ornstein & Hunkins, 2018) provision for the utilization of technology for teaching
1. Clarify. Explain to students what they are expected to and learning and the use of the cyberspace.
learn. 2. Suitability- This relates to planned activities.
2. Inform. Teach the lesson, relying on the whole group Suitability should consider chronological and
instruction. developmental ages of learners. Also to be considered
3. Pretest. Give a formative quiz on a no fault-basis, will be the socio-cultural, economic even religious
students check their own paper background of the learners.
4. Group. Based on results, divide the class into mastery 3. Efficiency- This refers to operational and instructional
and non- mastery groups (80% is considered mastery) effectiveness.
5. Enrich and correct. Give enrichment instruction to 4. Economy- This refers to cost effectiveness. How
mastery group. Give corrective (practice/drill) to non- much is needed to provide instructional materials?
mastery group.
6. Monitor. Monitor student progress; vary amount of VI. Assessment/Evaluation
teacher time and support for each group based on group Learning occurs most effectively when students
size and performance, receive feedback, i.e. when they receive information on
7. Posttest. Give a summary test for non-mastery group. what they have already (and have not) learned. The
8. Assess performance. At least 75% of the students process by which this information is generated is
should achieve mastery by the summative test. assessment. It has three main forms:
9. Reteach. If not, repeat procedures; starting with ❖ Self assessment, through which students learn
corrective instructions (small study groups, individual to monitor and evaluate their own learning. This
tutoring, alternative instructional materials, extra should be a significant element in the curriculum
homework, reading materials practice and drill). because we aim to produce graduates who are
appropriately reflective and self-critical.
D. Systematic Instruction: Thomas Good and Jere ❖ Peer assessment, in which students provide
Brophy (in Ornstein and Hunkins, 2018) feedback on each other's learning. This can be
1. Review. Review concepts and skills related to viewed as an extension of self- assessment and
homework, provide review exercises. presupposes trust and mutual respect. Research
2. Development. Promote students understanding, suggests that students can learn to judge each
provide controlled practice. other's work as reliably as staff.
3. Assess comprehension. Ask questions, provide ❖ Teacher assessment, in which the teacher
controlled practice. prepares and administers tests and gives
4. Seatwork. Provide uninterrupted seatwork; get feedback on the student's performance.
everyone involved, sustain momentum. Assessment may be formative (providing
5. Accountability. Check the students work. feedback to help the student learn more) or summative
6. Homework. Assign homework regularly; provide (expressing a judgment on the student's achievement by
review problems. reference to stated criteria). Many assessment tasks
7. Special reviews. Provide weekly reviews to check and involve an element of both. eg. an assignment that is
further maintam and enhance learning. marked and returned to the student with detailed
comments.
Summative assessment usually involves the
Teaching-Learning Environment allocation of marks or grades. This helps the teacher
In the choice of the teaching, learning methods, make decisions about the progress or performance of the
equally important is the teaching learning environment. students.
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Students usually learn more by understanding the curriculum that has been written and planned and the
the strengths and weaknesses of their work than by persons (teachers) who are in charge to deliver it. To
knowing the mark or grade given to it. For this reason, them, curriculum implementation implies the following:
summative assessment tasks (including unseen ● Shift from what is current to a new or enhanced
examinations) should include an element of formative curriculum;
feedback, if possible. ● Change in knowledge, actions, attitudes of the
persons involved;
Application of the Fundamental Components to ● Change in behavior using new strategies and
Other Curriculum Designs resources; and
While our example refers only to designing a ● Change which requires efforts hence goals
lesson plan which is a mini curriculum, similar should be achievable.
components will also be used in making a syllabus for
teaching in higher education courses or other curricular Loucks and Lieberman (1983) define curriculum
projects. Based on the curriculum models we have implementation as the trying out of a new practice and
learned, the fundamental components include the what it looks like when actually used in a school system.
following: It simply means that implementation should bring the
Major components of a Course Design or Syllabus desired change and improvement.
1. Intended Outcomes (or Objectives) In the classroom context, curriculum
2. Content/Subject Matter (with references) implementation means "teaching" what has been written
3. Methods/Strategies (with needed resources) in the lesson plan. Implementing means using the plan as
4. Evaluation (means of assessment) a guide to engage with the learners in the teaching-
Simply put, curriculum design is the learning process with the end in view that learning has
organization of curriculum components. All other occurred and learning outcomes have been achieved. It
additional components are trimmings that each designer involves the different strategies of teaching with the
may add. This may be an institutional template or support instructional materials to go with the strategy.
suggested by other curriculum experts or required by In a larger scale, curriculum implementation
educational agencies like the Department of Education, means putting the curriculum into operation with the
Commission on Higher Education, Accrediting different implementing agents. Curriculum
Agencies, Professional Regulation Commission to implementation takes place in a class, a school, a district,
achieve a specific purpose of such agency. a division, or the whole educational system. In higher
education, curriculum implementation happens for the
course, a degree program, the institution, or the whole
THE TEACHER AS CURRICULUM higher education system. It requires time, money,
IMPLEMENTER AND A MANAGER personal interaction, personal contacts, and support.

Curriculum Implementation Defined Curriculum Implementation as a Change Process

Following the curriculum models of Tyler, Kurt Lewin's Force Field Theory and Curriculum
Taba, Saylor and Alexander or Lewis, is the next step to Change
curriculum designing which is curriculum implementing. Kurt Lewin (1951), the father of social
This is the phase where teacher action takes place. It is psychology explains the process of change. The model
one of the most crucial process in curriculum can be used to explain curriculum change and
development although many education planners would implementation.
say: "A good plan is work half done." If this is so, then In the educaion landscape, there are always two
the other half of the success of curriculum development forces that 'oppose each other. These are the driving
rests in the hands of the implementor who is the teacher. force and the restraining force. When these two forces
Curriculum implementation means putting into are equal, the state is equilibrium, or balance. There will
practice the written curriculum that has been designed in be a status quo, hence there will be no change. The
syllabi, course of study, curricular guides, and subjects. situation or condition will stay the same. However, when
It is a process wherein the learners acquire the planned or the driving force overpowers the restraining force, then
intended knowledge, skills, and attitudes that are aimed change will occur. If the opposite happens that is when
at enabling the same learners to function effectively in the restraining force is stronger than the driving force,
society. (SADC MOE Africa, 2000) change is prevented. This is the idea of Kurt Lewin in his
Ornstein and Hunkins in (1998) defined Force Field Theory.
curriculum implementation as the interaction between We shall use this theory to explain curriculum
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change. The illustration below shows that there are shorten schedule to accommodate unplanned extra
driving forces on the left and the resisting forces on the curricular activities.
right. If you look at the illustration there is equilibrium. 5. Value orientation. To McNeil, this is a type of
If the driving force is equal to the restraining force, will curriculum change. Perhaps this classification will
change happen? Do you think, there will be curriculum respond to shift in the emphasis that the teacher provides
change in this situation? Why? which are not within the mission or vision of the school
or vice versa. For example, when new teachers who are
recruited in religious schools give emphasis on
Driving force E Restraining
academics and forget the formation of values or faith,
Q Forces
they need a curriculum value orientation. Likewise, all
U
Government Fear of the teachers in the public schools, undergo teacher induction
I
intervention unknown program which is a special curriculum for newly hired
L
teachers.
I
Society’s values B Negative
attitude to Regardless of the kind of change in curriculum
R
change and implementation. the process of change may contain
I
three important elements. As a process, curriculum
U
Technological Traditional implementation should be developmental,
M
changes values participatory and supportive.
It should be developmental in the sense that it
Knowledge Limited should develop multiple perspectives, increase
explosion resources integration and make learning autonomous, create a
climate of openness and trust, and appreciate and affirm
Administrative Obsolete strengths of the teacher. There should be teacher support
support equipment in trying new tasks, reflection on the new experiences
and challenge. There are simple stages in the
Based on Lewin’s Force Field Theory
developmental change process for the teachers. First, is
orientation and preparation. The initial use is very
Categories of Curriculum Change
mechanical or routinary. However, as the skills are
McNeil in 2000 categorized curriculum change as
honed and mastery of the routine is established,
follows:
refinement follows. This means adjustments are made to
1. Substitution. The current curriculum will be replaced
better meet the needs of the learners and achieve the
or substituted by a new one. Sometimes, we call this a
learning outcomes. In this step, there will be continuous
complete overhaul. Example, changing an old book to
reflection, feedback and refinement.
entirely new one, not merely a revision.
Participatory. For curriculum implementation
2. Alteration. In alteration, there is a minor change to
to succeed, it should be participatory, specially because
the current or existing curriculum. For example, instead
other stakeholders like peers, school leaders, parents and
of using a graphing paper for mathematics teaching, this
curriculum specialists are necessary, Characteristics of
can be altered by using a graphing calculator.
teacher styles, commitment, willingness to change. skills,
3. Restructuring, Building a new structure would mean
and readiness are critical to implementation. This should
major change or modification in the school system,
be coupled with organizational structure, principal style,
degree program or educational system. Using an
student population characteristics and other factors. Trust
integrated curriculum for the whole school for K to 12
among key players should also be sought as this is a
requires the primary and secondary levels to work as a
positive starting point. Involvement and participation
team. Another example is a curriculum that will be
encourage sense of ownership and accountability.
restructured when there is a significant involvement of
Participation builds a learning community which is very
parents in the child's instead of leaving everything to the
necessary in curriculum implementation.
teacher. Using the "In-school Off-school" or a blended
Supportive curriculum implementation is
curriculum is an example of restructuring.
required in the process of change. Material support like
4. Perturbations. These are changes that are disruptive,
supplies, equipment and conductive learning
but teachers have to adjust to them within a fairly short
environment like classrooms and laboratory should be
time. For example, if the principal changes the time
made available. Likewise, human support is very much
schedule because there is a need to catch up with the
needed. The school leader or head should provide full
national testing time or the dean, the teacher has to
school or institutional support to the implementation of
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the new curriculum. They too have to train to understand his own students, Lorin Anderson, and David Krathwohl.
how to address curriculum change as part of their Let us study both in the comparison below.
instructional as well as management functions.
Bloom Taxonomy (1956) Revised Bloom’s by
Time is an important commodity for a
Anderson (2001)
successful change process. For any innovation to be fully
implemented, period of three to five years to EVALUATION CREATING
institutionalize a curriculum is suggested. Time is needed
by the teachers to plan, adapt, train or practise, provide SYNTHESIS EVALUATING
the necessary requirements and get support. Time is also
needed to determine when the implementation starts and ANALYSIS ANALYZING
when it will conclude, since curriculum implementation
is time bound. APPLICATION APPLYING
Support from peers, principals, external
stakeholders will add to the success of implementation. COMPREHENSION UNDERSTANDING
When teachers share ideas, work together. solve
problems, create new materials, and celebrate success, KNOWLEDGE REMEMBERING
more likely that curriculum implementation will be
welcomed.
Somehow the two are similar, however the highest level
of cognition in the revised version, is creating. Take note
IMPLEMENTING A CURRICULUM DAILY IN
that the original version is stated as nouns while the
THE CLASSROOMS
revised version is stated as verbs which implies more
active form of thinking.
DepED Order No. 70 s. 2012
Revised Bloom's Taxonomy: A Quick Look There are
Teachers of all public elementary and secondary
three major changes in the revised taxonomy.
schools will not be required to prepare detailed lesson
These are:
plans. They may adopt daily lesson logs which contain
a. Changing the names in the six categories from
the needed information and guide from the Teacher
nouns to verbs.
Guide (TG) and the Teacher Manual (™) reference
b. Rearranging these categories.
material with page number, interventions given to the
c. Establishing the levels of the knowledge level
students and remarks to indicate how many students have
in the original version.
mastered the lesson or are needing remediation.
However, teachers with less than 2 year of
Let us study the cognitive categories with the example
teaching experience shall be required to prepare Daily
key words (verbs) for each in the new version of Bloom's
Lesson Plans which shall include the following:
Taxonomy that follow.
I. Objectives
II. Subject Matter
III. Procedure CATEGORIES EXAMPLE KEY
IV. Assessment WORDS
V. Assignment
Remembering. Recall or Defines, describes,
Starting the Class Right: Laying Down the retrieve previous learned identifies, labels, lists,
Curriculum Plan information outlines, selects, states
Before the class begins everyday, a teacher must
have written a lesson plan. The main parts of a lesson Understanding. Comprehends, explains,
plan are (1) Objective or Intended learning outcomes Comprehend meaning, distinguishes, estimates,
(ILO), (2) Subject Matter (SM), (3) Procedure or translation, state problem gives examples,
Strategies of Teaching, (4) Assessment of learning in own words, making interprets, predicts,
outcomes (ALO) and (5) Assignment or Agreement meaning rewrites, summarizes

1. Intended Learning Outcomes (ILO). These are the Applying. Use concept in Applies, changes,
desired learning that will be the focus of the lesson. new situation, applies computes, operates,
Learning outcomes are based on the Taxonomy of what has been learned in constructs, modifies, uses,
Objectives presented to us as cognitive, affective and new situation manipulates, prepares,
psychomotor. Bloom's Taxonomy has been revisited by
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of the teacher. Subject matter is the WHAT in teaching.

shows, solves
In a plan, this is followed by the references.
Analyzing. Separate Breaks down, compares, II. Procedure or Methods and Strategies. This is the
materials or concepts into contrasts, diagrams, crux of curriculum implementation. How a teacher will
component parts so that differentiates, put life to the intended outcomes and the subject matter
the organization is clear. discriminates, identifies, to be used depends on this component.
Distinguishes between infers, outlines, relates,
facts and inferences selects, separates There are many ways of teaching for the different kinds
of learners.
Evaluating. Make Appraises, compares, ● Corpuz & Salandanan, (2013) enumerated the
judgments about the value criticizes, defends, following approaches and methods, which may
of ideas or materials. describes, discriminates, be useful for the different kinds of learners.
evaluates, interprets, Some are time tested methods, while others are
justifies, summarizes non-conventional constructivist methods.
1. Direct Demonstration Methods: Guided
Creating. Build a Composes.compiles, Exploratory Discovery Approach, Inquiry
structure or pattern from designs, generates, Method, Problem-based Learning (PBL). Project
various elements. Put modifies, organizes, method.
parts together to create a rearranges, reorganizes, 2. Cooperative Learning Approaches: Peer
whole, to make new revises, rewrites, Tutoring, Learning Action Cells. Think-Pair-
meaning and structure summarizes, creates Share
3. Deductive or Inductive Approaches: Project
Method, Inquiry-Based Learning.
In writing objectives or intended learning 4. Other approaches: Blended Learning,
outcomes, it is always recommended that more of the Reflective Teaching, Integrated Learning,
higher-order thinking skills (HOTS) should be developed Outcomes-Based Approach
and less of the low level thinking skills (LOTS) for Teachers have to take into consideration that the
learners. The low level categories will develop LOTS different strategies should match with the learning styles
and thinking skills progress as the categories move of the students.
higher. ● Students have different learning styles. There
are many classifications of learning styles
Another revision is the expansion of the concept of according to the different authors. The Multiple
Knowledge which was not given emphasis nor discussed Intelligence Theory of Howard Gammer implies
thoroughly before. several learning styles, but for our lesson, we
Levels of Knowledge will just focus on the three learning styles which
1. Factual knowledge- ideas, specific data or are Visual, Auditory and Kinesthetic. These
information three preferred styes can help teachers choose
2. Conceptual knowledge- words or ideas known by the method and the materials they will use.
common name, common features, multiple specific
examples which may either be concrete or abstract.
Concepts are facts that interrelate with each other to COMMON TIPS FOR TEACHERS
function together. CHARACTERISTICS ABOUT LEARNERS
3. Procedural knowledge- how things work, step-by-
step actions, methods of inquiry. Visual- uses graphs, Turn notes into pictures,
4. Metacognitive knowledge- knowledge of cognition in charts. pictures; tends to diagrams, maps. Learn
general, awareness of knowledge of one's own cognition, remember things that are the big picture first than
thinking about thinking. written in form. details that are written in
form. Make mind maps
Intended learning outcomes (ILO) should be written in a and concept maps.
SMART way. Specific, Measurable, Attainable, Result
Oriented (Outcomes) and Time-Bound. Auditory- recalls Record lectures and listen
I. Subject Matter or Content. (SM) comes from a body information through to these. Repeat materials
of knowledge (facts, concepts, procedure and hearing and speaking: out loud "parrots". Read
metacognition) that will be learned through the guidance prefers to be told how to aloud.
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millennium, inclusive of educational changes

do things orally; learns
technological changes in education will make its impact
aloud.
on the delivery of more effective, efficient and
humanizing teaching-and-learning
Kinesthetic- prefers Learn something while But presently, we can identify three current
hands-on approach; doing another thing (eats trends that could carry on to the nature of education in
demonstrates how to do, while studying). Work the future. The first trend is the paradigm shift from
rather than explain; likes while standing. Like teacher-centered to student-centered approach to
group work with hands fieldwork. Do many learning. The second is the broadening realization that
on-minds on. things at one time education is not simply a delivery of facts and
information, but an educative process of cultivating the
cognitive, affective, psychomotor, and much more the
contemplative intelligence of the learners of a new age.
The Role of Technology in Delivering the Curriculum But the third and possibly the more explosive trend is the
After learning fundamental concepts about the increase in the use of new information and
curriculum, it's nature and development; comes the communication technology or ICT.
practical phase of curriculum implementation. Already at the turn of the past century, ICT, in
Appropriately, the significance of technology in its various forms and manifestations has made its
curriculum development deserves discussion. increasing influence on education and the trend is
The role of technology in the curriculum springs expected to speed up even more rapidly. Propelling this
from the very vision of the e-Philippine plan (e stands for brisk development is the spread of the use of the
electronic). Thus it is stated: "an electronically enabled computer and the availability of desktop micro-
society where all citizens live in an environment that computers affordable not only to cottage industries,
provides quality education, efficient government businesses, and homes but also to schools.
services, greater sources of livelihood and ultimately a For now, the primary roles of educational
better way of life through enhanced access to appropriate technology in delivering the school curriculum's
technologies." (International workshop on emerging instructional program have been identified:
technologies, Thailand, December 14-16, 2005). This ● upgrading the quality of teaching-and-learning
points to the need for an e-curriculum, or a curriculum in schools,
which delivers learning consonant with the Information ● increasing the capability of the teacher to
Technology and Communications Technology (ICT) effectively inculcate learning, and for students to
revolution. This framework presupposes that curriculum gain mastery of lessons and courses;
delivery adopts ICT as an important tool in education ● broadening the delivery of education outside
while users implement teaching-learning strategies that schools through non-traditional approaches to
conform to the digital environment. Following a formal and informal learning, such as Open
prototype outcomes- based syllabus, this same concept is Universities and lifelong learning to adult
brought about through a vision for teachers to be learners and
providers of relevant, dynamic and excellent education ● revolutionizing the use of technology to boost
programs in a post-industrial and technological educational paradigm shifts that give importance
Philippine society. Thus among the educational goals to student-centered and holistic learning.
desired for achievement is the honing of competencies
and skills of a new breed of students, now better referred Criteria for the Use of Visual Aids
to as a generation competent in literacies to the 3 Rs (or Learners say, we learn 83% through the use of
reading, 'riting and 'rithmetic) but influences, more sight, compared with less effective ways to learn:
particularly: problem-solving fluency, information hearing (10%), smell (4%), touch (2%) and taste (1%). In
access and retrieval of texts/images/sound/video fluency, the use of visuals for a wide range of materials (visual
social networking fluency, medica fluence, and digital boards, charts, overhead transparencies, slides,
creativity fluency. computer-generate presentations), there are basic
principles of basic design.
The Role of Technology in Curriculum Delivery Assess a visual material or presentation (a
It can easily be observed that technological transparency or slide) using the following criteria: .
innovation in the multifarious fields of commerce, Visual elements (pictures, illustrations, graphics):
science and education, is fast developing such that it is 1. Lettering style or font consistency and harmony
difficult to foresee the technological revolution in the 2. Number of lettering style no more than 2 in a static
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display (chart, bulletin board)

3. Use of capitals-short titles or headlines should be no
more than 6 words
4. Lettering colors-easy to see and read. Use of contrast
is good for emphasis
5. Lettering size-good visibility even for students at the
back of the classroom
6. Spacing between letters equal and even spacing
7. Spacing between lines-not too close as to blur at a
distance
8. Number of lines-No more than 8 lines of text in each
transparency/slide
9. Appeal unusual/catchy, two-dimensional, interactive
(use of overlays or movable flaps)
10. Use of directionals-devices (arrows, bold letters,
bullets, contrasting color and size, special placement of
an item.