Subject: THE TEACHER AND THE SCHOOL CURRICULUMN

Teacher as Curriculum Designer

TYPES OF CURRICULUM DESIGN

According to Reyes and Dizon (2015), there are three major curriculum designs:

1. SUBJECT-CENTERED DESIGN

This curriculum design focuses mainly on the content or subject matter. It

relies heavily on textbooks and organized subject areas such as English, Science,
Mathematics, Social Studies, and Physical Education. The main goal is to achieve
excellence in a specific subject.

Variations of Subject-Centered Design

1. Subject Design

 The oldest and most common curriculum design.

 Focuses on questions such as:
o What subject are you teaching?
o What subjects are you taking?
 The teacher serves as the main source of information, while students are
passive receivers.
 Easy to implement because textbooks and instructional materials are readily
available.

Limitation: It focuses too much on content rather than learners’ interests and
experiences.

2. Discipline Design

 Focuses on academic disciplines.

 Students learn subjects the same way experts or scholars study them.
o Example:
 History students think like historians.
 Biology students learn like biologists.

Goal: Develop deeper understanding of the discipline and its methods.

3. Correlation Design

 Connects related subjects to reduce fragmentation of learning.

  Example:
o English Literature and Social Studies may be taught together during
discussions of historical events.

Purpose: Help learners see relationships among subjects.

4. Broad Field / Interdisciplinary Design

 Integrates related subjects into one broader area.

 Example:
o Geography, Economics, Sociology, Political Science, Anthropology, and
History are combined into Social Studies.

Purpose: Reduce compartmentalization and promote integrated learning.

2. LEARNER-CENTERED DESIGN

This design places the learner at the center of the educational process. It
focuses on students’ needs, interests, and experiences.

Examples of Learner-Centered Design

1. Child-Centered Design

 Learners actively participate in learning.

 Students learn through doing and discovering.
 Influenced by:
o John Dewey
o Rousseau
o Pestalozzi
o Froebel

Key Idea: Learning becomes meaningful when students actively construct knowledge.

2. Experience-Centered Design

 Learners’ experiences become the starting point of learning.

 Encourages:
o Meaningful activities
o Diverse learning experiences

Related Theory: The Multiple Intelligences Theory supports this design.

3. Humanistic Design
  Focuses on the development of the whole person.
 Emphasizes:
o Positive self-concept
o Interpersonal skills
o Self-development

Key Influences:

 Abraham Maslow
 Carl Rogers

3. PROBLEM-CENTERED DESIGN

This design focuses on real-life problems and social issues. Learning is based
on the needs, concerns, and abilities of learners.

Examples of Problem-Centered Design

1. Life-Situation Design

 Uses learners’ past and present experiences to solve real-life problems.

 Based on Herbert Spencer’s ideas emphasizing:
o Sustaining life
o Enhancing life
o Social relationships
o Leisure and personal development

Purpose: Prepare students for practical living.

2. Core Problem Design

 Centers on common problems and concerns of learners.

Goal: Help learners solve issues relevant to their daily lives and society.

COMPONENTS OF CURRICULUM DESIGN

The components of curriculum design are the essential elements that make
teaching-learning effective and result-oriented.

According to Bilbao et al. (2020), curriculum components answer the following

questions:
 1. What learning outcomes should be achieved?
→ Intended Learning Outcomes
2. What content should be included?
→ Subject Matter
3. What learning experiences should be used?
→ Teaching-Learning Methods
4. How will learning be measured?
→ Assessment and Evaluation

COMPONENT 1: INTENDED LEARNING OUTCOMES (OBJECTIVES)

These are the expected learning outcomes students should achieve after
instruction.

Importance of Objectives

Objectives:

 Determine learning materials

 Guide teaching activities
 Direct students’ attention
 Improve teaching effectiveness
 Clarify expected outcomes

Characteristics of Good Objectives (SMART)

Objectives should be:

 Specific
 Measurable
 Attainable
 Result-Oriented
 Time-Bound

COMPONENT 2: CONTENT OR SUBJECT MATTER

According to Ornstein and Hunkins (2009), content is the “meat” of the

curriculum.

Importance of Content

 Guides students on what to learn

 Determines learning direction
 Serves as basis for evaluation
 Helps teachers select materials
 Reflects national ideology and values
Examples of References

References may include:

 Books
 Journals
 Modules
 Magazines

COMPONENT 3: TEACHING AND LEARNING METHODS

These are the instructional strategies and activities used to achieve curriculum
goals.

Characteristics of Effective Teaching Methods

They should:

 Match the content

 Fit learners’ interests and abilities
 Relate to real-life situations
 Utilize available resources
 Encourage:
o Cooperation
o Competition
o Independent learning

Criteria for Effective Learning Environment

According to Brian Castaldi, effective learning environments should have:

1. Adequacy

 Safe and organized classroom

 Proper lighting and ventilation
 Space for collaboration
 Technology support

2. Suitability

 Activities fit students’ age, interests, and background

3. Efficiency
  Instruction is effective and organized

4. Economy

 Cost-effective learning setup

COMPONENT 4: ASSESSMENT AND EVALUATION

Assessment measures whether learning objectives are achieved.

Importance of Evaluation

Evaluation:

 Measures student performance

 Determines effectiveness of teaching methods
 Identifies curriculum strengths and weaknesses
 Helps improve curriculum implementation

Forms of Assessment

1. Self-Assessment

Students evaluate their own learning.

2. Peer Assessment

Students assess classmates’ work and provide feedback.

3. Teacher Assessment

Teachers evaluate student performance using traditional and authentic methods.

Types of Assessment

Formative Assessment

 Done during instruction

 Provides feedback for improvement

Summative Assessment

 Done after instruction

 Measures overall learning achievement
Teacher as Curriculum Implementer

A teacher as a curriculum implementer is responsible for putting the planned

curriculum into actual classroom practice. Teachers translate curriculum goals, content,
and learning experiences into meaningful instruction that helps students achieve the
desired learning outcomes. They are considered the key persons in curriculum
implementation because they directly interact with learners and manage the teaching-
learning process.

Teachers do not only follow the curriculum; they also adapt, organize, and enrich
learning activities according to the needs and abilities of students.

Ten Responsibilities of the Teacher as Curriculum Implementer

1. Planning Instruction
Teachers prepare lesson plans, learning objectives, activities, and instructional
materials aligned with the curriculum.
Example:
Creating a daily lesson plan based on curriculum standards.

2. Delivering Instruction
Teachers present lessons effectively using appropriate teaching methods and
strategies.
Example:
Using discussions, demonstrations, and group activities.

3. Managing the Classroom

Teachers maintain discipline, organize classroom routines, and create a positive
learning environment.
Example:
Establishing classroom rules and encouraging participation.

4. Assessing Student Learning

Teachers evaluate student performance through quizzes, tests, projects, and other
assessment tools.
Example:
Giving formative and summative assessments.

5. Adapting the Curriculum

Teachers modify instruction and activities according to learners’ needs, interests, and
abilities.
Example:
Simplifying lessons for struggling learners.
6. Preparing Instructional Materials
Teachers develop or select learning resources that support curriculum objectives.
Example:
Using visual aids, modules, or multimedia presentations.

7. Motivating Learners
Teachers encourage students to participate actively and develop interest in learning.
Example:
Giving positive reinforcement and engaging activities.

8. Monitoring Student Progress

Teachers observe and record students’ academic and behavioral development.
Example:
Tracking students’ performance and participation.

9. Participating in Curriculum Development

Teachers contribute ideas and feedback for curriculum improvement.
Example:
Attending curriculum planning meetings or workshops.

10. Continuing Professional Development

Teachers continuously improve their knowledge and teaching skills through training and
seminars.
Example:
Participating in professional development programs.

Remember
As curriculum implementers, teachers play a vital role in making the curriculum
effective. They plan lessons, teach students, assess learning, manage classrooms,
adapt instruction, and continuously improve their teaching practices to help learners
achieve educational goals.

Curriculum Implementation as a Change Process

Curriculum implementation as a change process refers to the gradual and

systematic transformation of educational plans, policies, and innovations into actual
classroom practice. It involves introducing new ideas, teaching methods, content, or
programs and helping teachers, students, and schools adjust to these changes
effectively.

Curriculum implementation is considered a change process because it does not

happen instantly. Schools, teachers, and learners must adapt to new expectations,
strategies, and educational goals over time.
Kurt Lewin’s Force Field Analysis Model
Developed the Force Field Analysis Model to explain how change occurs in
organizations, including schools and curriculum implementation. The model states that
every situation is influenced by two opposite sets of forces:
 Driving Forces – forces that push change to happen
 Restraining Forces – forces that resist or block change
Change becomes successful when the driving forces are strengthened or the restraining
forces are reduced.

1. Driving Forces
Driving forces are factors that encourage, support, or push curriculum change and
improvement.

Examples
 Supportive school administrators
 Teacher training and seminars
 Government policies
 Availability of technology and resources
 Desire to improve student learning

2. Restraining Forces
Restraining forces are factors that oppose, delay, or prevent curriculum change.

Examples
 Resistance from teachers
 Lack of resources or funding
 Fear of new methods
 Lack of training
 Poor communication

Factors or Steps in Force Field Analysis

1. Define the Problem

Identify the issue or situation that needs improvement or change.

Example
 Low student performance
 Outdated teaching methods
 Ineffective curriculum content

2. Define the Objective of Change

Determine the goal or desired outcome of the change.
Example
 Improve student achievement
 Introduce technology-based learning
 Enhance teaching strategies

3. Identify the Driving Forces

Recognize the factors that support or encourage the change.

Example
 Support from administration
 Teacher willingness
 Educational policies

4. Identify the Restraining Forces

Determine the factors that resist or hinder change.

Example
 Lack of facilities
 Teacher resistance
 Budget limitations

5. Develop a Comprehensive Change Strategy

Create plans and actions to strengthen driving forces and reduce restraining forces.

Example
 Conduct teacher training
 Provide learning resources
 Improve communication and participation

Remember
Kurt Lewin’s Force Field Analysis Model explains that curriculum change
happens when supportive forces become stronger than resisting forces. By identifying
problems, goals, supportive factors, and obstacles, schools can develop effective
strategies for successful educational change.

Categories of Curriculum Change

Curriculum change refers to modifications or improvements made in the

curriculum to meet educational needs, societal demands, and learner development. The
following categories describe different levels or types of curriculum change.

1. Substitution
Substitution happens when one part of the curriculum is replaced by another
without greatly changing the overall structure of the curriculum.
Characteristics
 Minor change
 Replacement of materials, subjects, or methods
 General curriculum structure remains the same
Example
 Replacing old textbooks with updated editions
 Using digital modules instead of printed handouts

2. Alteration
Alteration refers to modifying or improving certain parts of the curriculum while
keeping its basic framework.
Characteristics
 Partial modification
 Improves content, methods, or activities
 Curriculum structure is still mostly unchanged
Example
 Revising lesson objectives
 Adding more student-centered activities

3. Restructuring
Restructuring involves major changes in the organization, design, or framework
of the curriculum.
Characteristics
 Significant change
 Reorganization of subjects, schedules, or learning approaches
 May affect the entire educational system
Example
 Implementation of the K–12 curriculum
 Changing from traditional teaching to outcomes-based education

4. Perturbation
Perturbation refers to temporary disturbances or small adjustments made in response to
immediate problems or situations.
Characteristics
 Short-term change
 Usually unplanned or emergency-based
 Does not permanently affect the curriculum structure
Example
 Adjusting class schedules during disasters
 Temporary modular learning during a pandemic

5. Value Orientation
Value orientation refers to curriculum changes that focus on beliefs, principles,
morals, or educational philosophies guiding teaching and learning.
Characteristics
 Focuses on values and educational goals
  Influences curriculum objectives and content
 Reflects societal or cultural priorities
Example
 Integrating environmental awareness into lessons
 Emphasizing nationalism, ethics, or inclusivity

Institutionalization: A process of curriculum change

Institutionalization as a process of curriculum change refers to the stage where

a new curriculum, program, teaching method, or educational innovation becomes a
regular and permanent part of the school system. At this stage, the change is already
accepted, practiced continuously, and integrated into the policies, culture, and daily
operations of the institution.

When a new curriculum is first introduced, teachers and schools may still be
adjusting to it. Over time, if the innovation proves effective and receives continuous
support, it becomes institutionalized. This means the curriculum change is no longer
seen as “new” but becomes the normal way of teaching and learning in the institution.

Curriculum Implementation Models

1. The Overcoming Resistance to Change Model by Neal Gross believes
that curriculum innovation becomes successful not by forcing people to
change, but by helping them understand, accept, and participate in the
change process.
2. The Organizational Development (OD) Model by Richard Schmuck
Mathew Miles believes that successful curriculum implementation
happens when the entire school organization improves together through
teamwork, communication, leadership, and continuous development.
Instead of focusing only on the curriculum itself, the model focuses on
improving the people and the organization implementing it.
3. The Concern-Based Adoption Model (CBAM) by F.F Fuller believes
that curriculum change becomes successful when teachers’ concerns,
feelings, and readiness are understood and supported. The model
emphasizes that change is gradual and requires continuous guidance,
communication, and professional support.
4. The Systems Model by Rensis Likert and Chris Argyns believes that
curriculum implementation becomes successful when all parts of the
educational system work together in an organized and coordinated
manner. It focuses on continuous improvement through planning,
implementation, evaluation, and feedback.
5. The Educational Change Model by Michael Fullan believes that
curriculum improvement happens through planned, organized, and
continuous changes in the educational system. It focuses on improving
 teaching, learning, and school practices to meet the changing needs of
learners and society.

CURRICULUM EVALUATION

Curriculum evaluation determines the worth, quality, and effectiveness of a

curriculum.

Purpose of Curriculum Evaluation

 Assess curriculum effectiveness

 Improve teaching-learning processes
 Guide curriculum revision and decision-making

THE TEACHER AS CURRICULUM EVALUATOR

Teachers evaluate:

 Lessons and programs

 Goals and objectives
 Teaching methods
 Student outcomes
 Instructional materials

They also:

 Conduct formative and summative assessments

 Gather data for curriculum improvement

CURRICULUM EVALUATION CONCEPTS

 Stufflebeam (1991). Curriculum evaluation is the process of determining

curriculum quality and effectiveness.
 Ornstein and Hunkins (1998). Evaluation gathers data to decide whether to
Accept, Modify, Change and Remove curriculum components.
 Oliva (1988). Evaluation helps in decision-making regarding curriculum
improvement.
 Gatawa (1990). Evaluation may involve:

 Describing educational programs

 Comparing student performance with objectives
 Using information for decision-making
REASONS FOR CURRICULUM EVALUATION

1. Needs Assessment

Identifies strengths and weaknesses.

2. Monitoring

Determines if curriculum achieves desired outcomes.

3. Terminal Assessment

Measures success after implementation.

4. Decision-Making

Provides information for curriculum revision and policy-making.

TYPES OF EVALUATION

FORMATIVE EVALUATION

 Conducted during implementation

 Focuses on improvement
 Continuous process

SUMMATIVE EVALUATION

 Conducted after implementation

 Measures overall effectiveness
 Judges curriculum worth

Rubric MATATAG Lesson Plan

Criteria Description Points
1. Alignment of Objectives Objectives are clear, measurable, learner- 20
with MATATAG centered, and aligned with MATATAG standards
Curriculum and competencies.
2. Content Accuracy and Lesson content is accurate, updated, organized, 15
Relevance and relevant to the topic and learners’ needs.
3. Teaching Strategies Activities are appropriate, engaging, interactive, 20
and Learning Activities and promote critical thinking, collaboration, and
 active participation.
4. Integration of Values Lesson integrates values formation, 10
and 21st Century Skills communication, creativity, collaboration, and
problem-solving skills.
5. Instructional Materials Learning materials, technology, and resources 10
and Resources are appropriate, creative, and support lesson
objectives effectively.
6. Assessment and Assessment tools are aligned with objectives 15
Evaluation and accurately measure student learning and
performance.
7. Organization and Lesson plan follows proper MATATAG format, is 5
Format of Lesson Plan neat, complete, logical, and well-organized.
8. Time Management and Activities are realistic and can be completed 5
Feasibility within the allotted class time.