. sign 3 Elements or Components of a Curriculum Design m design. Some rriculum Ce Jan There are many labels or names for cur td call it a unit P I : ? me would © mmon all it a syllabus or a lesson plan. 50} the col would call it a syllabus or a ¢ of the design, schools, ; : 3 m or a course design, Whatever is the na However some Se components for all of them are almost the same. 1 parts oF trimmings to institutions or departments may add other mino! the design. a heen Let us take the Lesson Plan as a miniscule aan? (ILO) plan or teaching guide includes (1) Intended Learning ‘as behavioral or the Desired Learning Outcome (DLO) formerly labelle couanaiie objectives, (2) Subject Matter or Content, (3) Teaching an ais Gr Methods and (4) Assessment Evaluation. Each of these compo elements is described below, I. Behavioral Objectives or Intended Learning Outcomes Begin with the end in view, The objectives or intended learning outcomes are the reasons for undertaking the learning lesson from the student's point of view; it is desired learning outcome that is to be accomplished in a particular learning episode, engaged in by the learners under the guidance of the teacher. As a curriculum designer, the beginning of the learning journey is the learhing outcomes to be achieved. In this way, both the learner and the teacher are guided by what to accomplish.Module 3 ~The Teacher as a Curriculum Designer 45 Lesson 3.1 ~ Fundamentals of Curriculum Designer The behavioral objectives, intended learning outcomes or desired Iearning outcomes are expressed in action words found in the revised Bloom’s Taxonomy of Objectives (Andersen and Krathwohl, 2003) for the development of the cognitive skills. For the affective skills, refer to the taxonomy made by Krathwohl and for the psychomotor domain by Simpson. The statement should be SMART: Specific, Measurable, Attainable, Result-oriented and Time-bound. For a beginner, it would help if you provide the Condition, Performance and Extent or Level of Performance in the statement of the intended earning outcomes. For example, if a lesson intends the students to identify the parts of a simple flower as stated in the desired learning outcomes, then students should have identified the parts of a simple flower, at the end of the lesson. Sometimes the phrase intended learning outcomes is used to refer to the anticipated results after completing the planned activity or lesson. In framing learning outcomes, it is good practice to: ‘Express each outcome in terms of what successful students will be able to do. For example, rather than stating Students will be able to explain the reason why... it should be: ‘Students: must have explained the reasons why...’ This helps students to ‘ focus on what they have to achieve as learning. It will also help curricularists devise appropriate assessment tasks. “Include different kinds of outcomes. The’ most common are cognitive objectives (learning facts, theories, formulae, principles etc.) and. performance outcomes (learning how to carry out procedures, calculations: and processes, which typically include gathering information and communicating results). In some contexts, affective outcomes are important too (for developing attitudes or values, e.g. those required as a person and for a particular profession). II. Content/Subject Matter 2 The content of the lesson or unit is the topic or subject matter that will be covered. In selecting content, you should bear in mind the following principles in addition to those mentioned about the content in previous lessons: + Subject matter should be relevant to the outcomes of the curriculum, An effective curriculum is purposive and clearly focused on the planned learning outcomes. + Subject matter should be appropriate to the level of the lesson or unit, An effective curriculum is progressive, leading students towards building on previous lessons. Contents which are too basic or too advanced for the development levels of learners make students cither bored or baffled and affect their \motivation to learn.46 | Possible, the publications. Some examples are give THE TEACHER ANC tHE HOOL CURRICULUM 4, if possible, should Subject matter should be up-to-date 4 current knowledge and conce] rpASICS. + Subject matter should follow the principle of BA ML, References ¢ the content of book, a module, matertal and if The reference follows the content, It tells wher atter has been taken. The reference may be @ the author of t subye: OF any publication, It must bea 1. Project Wild (1992) K to 12 Activity Guide, An Inter ee Supplementary Conservation and Environmental FAME Program.Council of Environmental Education, Bethe Shipman, James and Jerry Wilson, et al (2009). A peu to Physical Science. Houghton Miffiin Co. Boston MA 3. Romo, Salvador B. (2013). Horticulture ian Exploratory Course Lorimar Publishing Inc. Quezon City 4. Bilbao, Purita P. and Corpuz, Brenda B. et al (2012) oe Teaching Profession 2~ Ed. Lorimar Publishing Inc. Quezon City IV, Teaching and Learning Methods These are the activities where the leamers derive experiences. It is always good to keep in mind the teaching strategies that students will experience (lectures, laboratory classes, fieldwork etc.) and make them learn, The teaching-learning methods should allow cooperation, competition as well as individualism or independent learning among the students. For example: 4 Cooperative learning activities allow students to work together. Students are guided (0 learn on their own to find solutions to their problems. The rofe of the teachers is to guide the learners. Democratic process is encouraged, and each one contributes to the success of learning, Students learn from each other in ways, Group projects and activities considerably enhance the curriculum, % Independent learning activities allow learners to develop personal responsibility, The degree of independence to learn how to lean is enhanced, This strategy’ is more appropriate for fast learners, % Competitive activities, where students will test their competencies against another ina healthy manner, allow leamers to perform to thelr maximum, Most successful individuals in their adult fife are competitive, even in early Schooling. Th mostly become the survivors in a very competitive world, wsintcuden Designee 47 Modtuie 3 The Teacher as Leenon 3 1 = Fundarsentals of Cumtentum Designer The use of various delivery modes to pravide learning expericnees is recommended. Online learning and similar modes are increasingly important in many curricula, bat these need to be planned carefully to be efective There are with detailed steps tha amples of very simple teaching-learning methods You can start using as you begin teaching Some Behaviorist Teaching Learning Methods A. Direct Instruction: Barak Rosenshine Model (in Ornstien & Hunkins, 2018) Detailed Steps State Learning Objectives’ Outcomes: Begin lesson with a short statement of objective or desired lesson learning outcomes. z. Revie Introduce short review of previous or prerequisite learning. 3. Present new materials: Present materials in small, sequenced manner. 4. Explain: Give clear and detailed instructions and explanation: 5. Practice: Provide active practice for all students. 6 Guide. Guide students during initial practice; or provide seatwork activities. Check for understanding. Ask several questions, assess students comprebension. &. Provide Feedback. Provide systema 9. Assess performance. Obtain student success rate of 80 percent or more during practice session. 10. Review and test. Provide for spaced review and testing. ic feedback and corrections. B. Guided Instruction; Madeline Hunter Model (in Ornstein & Hunkins, 2018) 1. Review. Focus on previous lesson, ask students to summarize main points. 2. Anticipatory set. Focus student's attention on new le: Stimulate interest in the new materials. Objective. State explicitly what 1s to be leamed; state rationale or how it will be useful, 4, Input. Identify needed knowledge and skills for learning new lesson; present materials in sequenced steps, 5, Modeling. Provide several examples or demonstrations throughout the lesson. son,