Module 2 Msege

ILOCOS SUR
POLYTECHNIC STATE Graduate School

Santa Maria Campus
COLLEGE
MODULE2
MODULE 2
CURRICULUM CRAFTING
Warm greetings, to all of you my dear
students in MSE-GE211.
This is the humble module

convincing you to learn
independently on Curriculum
Crafting.
INTENDED LEARNING OUTCOMES

(ILO)
A. Determine the different curriculum designs
B. Describe the different dimensions, features and approaches of

curriculum design; and
C. Appreciate the value of curriculumdesign models in crafting

the curriculum.
Instructor: Corazon Q. Quitevis
1
Course Code: MSEGE-211
Descriptive Title: Curriculum and Courses of Study
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INTRODUCTION
Crafting a curriculum is like making or writing a lesson plan. It is like
creating something following givenmechanics and putting them together in a
sequential and innovative way. It is an academic endeavor that all educators
should know and understand or better still, to know howto lay out one.
Unfortunately, designing a curriculum cannot be done overnight and it’s not
a one-man task. In fact, most extremely well-designed curricula are properly
planned, and collaboratively organized by number of curricularists.
Teachers must actively involve themselves in this kind of academic

activity because their function is not just to teach, teachers are curriculum
designers, curriculum implementers, curriculum evaluators.
Therefore, it is really imperative for teachers to work with school
leaders and administrators to come up with a good curriculum. To modify
and improve curriculum in order to better serve students could be easily
achieved when school leaders and administrators will work together hand
and hand with the teachers in crafting curriculum because when they do
teachers are properly guided and given the opportunity to share their views
about their field, their students and ways to improve classroom practices
and the curriculum in general. Developing a curriculum should be a two-
way process. Both the teachers and school administrators should work as a
team.
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LESSON 4
CURRICULUM DESIGNS
A curriculum can be systematically arranged either

horizontally or vertically:
 Horizontal arrangement. The direction of the curriculum is

constantly sideways. Say for instance, Mathematics is in line to
Science using scientific notation, equations, formulas, to name a
few.
 Vertical arrangement. The trend follows a vertical design.
For example, after the topic about “cells” comes ahead of topics
regarding “tissues” then “organs” in which it is in a vertical
sequence.
Curriculum design may also follow the given structures as follows:
1. Subject-centered design model. It focuses primarily on the

content of the curriculum. This design parallels mostly to the textbook,
written for the particular subject. Curricularists who were well-founded
believers of this design were Henry Morrison and William Harris. In this
instance, there are different subjects with their corresponding
hour in school. Most of the schools using this design
aim for excellence in the subject matter content.
Examples of subject-centered design are given below:
 Subject design. It is the oldest and so far the most known

design. Advocates opined that the design has an advantage
because it is easy to deliver. However, learning in this
curriculum design is so compartmentalized. As a result, it
emphasizes so much on the content of the subject and
sometimes overlook about student’s natural tendencies,
interests and experiences. Further, the teacher is just
dispensing the content of the subject and the learners become
as empty vessels that receive a specific content.
 Discipline design. This curriculum model is intertwined to the

subject design, however, while subject design
Instructor: focuses
Corazon Q. Quitevis
predominantly on the content of the subject, the discipline
design emphasis is on academic disciplines. Discipline is defined
as the specific knowledge learned through a method which the
scholars use to study a specific content of their fields. Students
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in history should learn how historians learn. The same is true
with students in mathematics, they should learn how
mathematicians learn. This design is often applied in tertiary,
therefore from subject design the curriculum moves higher to a
discipline when the students move towards their chosen career
path or discipline.
 Correlation design. This curriculum design comes from a core,

correlated design that links separate subject designs in order to
reduce fragmentation. To make it clear, subjects are related to
one another but each subject maintains its identity. For
example, Filipino is the core and EdukasyonsaPagpapahalaga,
AralingPanlipunanare related to it. In order to use this design,
the teacher should come together and plan their lessons
compliantly.
 Broad field design (Interdisciplinary). Also called as holistic

curriculum. It is a variation of the subject-centered design
wherein it is made to thwart the compartmentalization of
subjects and integrate the contents that are related to each
other. Thus, Language arts integrate grammar, literature,
linguistics, spelling and composition.
2. Learner-centered design. It emphasizes that the learner is the

center of the educative process and this emphasis is strongly manifested in
the elementary level. Though, subject/content is the focus in the high school
and disciplines in the college level, bothrecognize the importance of the
learner in the curriculum.
Some examples of learner-centered design are the following:
 Child-centered design. This is often credited to the influence of

John Dewey, Rouseau, Pestallozi and Froebel. It is affixed on
the needs and interests of the child. One learns by doing and
learners are all active individuals for they construct their own
meanings and ideas. Generally speaking, learning is a product
of the child’s interaction with the environment.
 Experience-centered design. This design is similar to child-

centered design, however the child remains the focus,
experience-centered design believes that the interests and needs
of learners cannot be pre-planned. Instead, the starting point of
the curriculum would be the experiences of the learners,
consequently the school environment is left open and free.
Learners are made to choose from various activities that the
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teacher provides. The emergence of multiple intelligence theory
blends well with experience-centered design curriculum.
 Humanistic design. Abraham Maslow and Carl Rogers are the

key lead personalities in this design. The ultimate objective of
learning is the development of oneself including his integration
of thinking, feeling and doing. It considers the cognitive,
psychomotor and affective domains to be interconnected and
must be addressed in the curriculum. It focuses on the
development of positive self-concept and interpersonal skills.
3. Problem-centered design. In general, this design draws on social

problems, needs, interest and abilities of the learners. Various problems are
given emphases. In this curriculum, contents cut across subject boundaries
and must be based on the concerns, needs and abilities of the learners.
Examples of problem-centered design curriculum are given

below:
 Life-situation design. In this design, the contents are

organized in ways that allow students to clearly view problem
areas clearly. It utilizes the prior and the present experiences of
learners as a means to analyze the basic areas of living. As an
initial point, the pressing immediate problems of the society and
the students’ existing concerns are used. Based on Herbert
Spencer’s curriculum writing, his emphases were activities that
sustain life, enhance life, and in rearing children, maintain the
individual’s social and political relations and enhance leisure,
tasks, and feelings.
 Core design. It centers on general education and the problems
are based on common human activities. The main focus of this
design includes common needs, problems, interest and
concerns of the learner
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INTENDED LEARNING ACTIVITY (ILA)

(Application/Mastery Learning)
Direction: To quick check on what you have learned, match Column A

with Column B. On Column A you will find descriptions of Curriculum
Designs. Match these with appropriate names of Curriculum Designs.
(To be submitted on March 20, 2021)
Column A Column B
(Descriptions) (Curriculum Designs)
1. The development of the self is A. Subject-centered

the ultimate objective of
learning.
2. Draws around themes and B. Humanistic Design
interdisciplinary. It reduces
compartmentalization of
separate objects.
3. Content-centered, mostly
patterned after textbook s. School C. Broad Files
hours are allotted into different
separate subject areas.
4. Usually learning centers are
provided in the classrooms.
Learners are made to choose D. Problem Centered
from various activities that the
teacher provides.
5. Contents cut across subject
boundariesthus problems are not E. Experience Centered
specific. They center on the life
situations.
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6. They are firm believers of the F. John Dewey

subject-centered curriculum design.
7. He proposed the theory of self-actualization G. Herbert
which influenced the humanistic Spencer
curriculum design.
8. His popular belief is “One learns by doing”. H. Morison &
9. His writings became the basis of life situation Harris
design, where learning activities include those
which sustain and enhance life and I. Carl Rogers
maintain social and political relations.
10. He believes that a person can enhance J. Abraham
self-directed learning or learning how to learn Maslow
by improving self-understanding.
CCC
ABSTRACTION/GENERALIZATION OF LESSON 4
To be accomplished/submitted/presented by the assigned students to wit:
Female #1 and Female #2 in the class roster.
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LESSON 5
DIMENSIONS & PRINCIPLES OF

CURRICULUM DESIGNS
Curriculum designs provide clear relationships between and

among the different elements of the curriculum: objectives, contents,
activities and evaluation. Many curricularists propose to view design from
the following dimensions:
1. Scope. It refers to all the content, topics, learning experiences

and organizing threads comprising the educational plan, Tyler
in Ornstein (2004). It is here where the decision making skill of
the teacher is needed. Curriculum is time-bound, therefore the
appropriate scope should be provided such that the curricular
coverage should not be too much nor too minimal. The scope of
the curriculum can be divided into chunks called units, sub-
units, chapters or sub-chapters and each chunk is guided by
the general curriculum objectives or goals. Simply said, scope
refers to the coverage of the curriculum.
2. Sequence. In this dimension, the contents and experiences are

arranged in hierarchical manner, where the basis can either be
logic of the subject matter or on the developmental patterns of
growth of the cognitive, affective and psychomotor domains.
The following principles for sequence were introduced by

Smith, Stanley and Shore (1957):
 Simple to complex learning. The contents and

experiences are arranged from simple to complex, from
concrete to abstract, from easy to difficult .Like simple
addition next to multiplication.
 Prerequisite learning. It means that there are

fundamental things to be learned ahead. For example,
you have to study letters and sounds before words, words
before you study phrases and phrases before sentences
and so on.
 Whole to part learning. The overview before the specific
content or topics. The meaning can very well be
understood if everything will be taken as a whole. For
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example, you have to study family before community. This
is in relation to the principle of Gestalt.
 Chronological learning.Time is the primary factor to be

considered. The order of events is basically made as a
basis of sequencing the contents or experiences
Posner and Rudnitsky (1994) introduced five major principles

for organizing content in units which are as follows:
 World-related sequence. What relationship subsists among

people, objects or events? How can contents and experiences be
organized so that they will be constant with the world?
 Space. Spatial relations will be the basis for the

sequence. This includes: closest to farthest, bottom to top
or east to west etc.
 Time. This is synonymous to the chronological principle

of Smith et al. The content is basically based from the
earliest to the more recent.
 Physical attributes. This refers to the physical

characteristics or traits of the phenomena such as age,
shape, size, brightness and so forth.
 Concept-related sequence. This sequence reflects primarily on

the organization of the conceptual world, how ideas are linked
together in a logical manner.
 Class relations. It pertains to the set of things that share

common practices. Simply, teaching the characteristics of
the class ahead of the characteristics of the member of
the class
 Propositional relations.A proposition is defined as a
statement that emphasizes something. Sequence is
organized so that evidence is presented ahead before the
proposition.
 Inquiry-related sequence. This is in relation to the scientific

method of inquiry. It is also based on the process of generating,
discovering and verifying knowledge, content and experiences
Instructor:
are arranged logically and methodically asCorazon
well. Q. Quitevis
 Learning-related sequence. This is based on the psychology of

learning and how people learn.
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 Empirical prerequisites. It is based on experiential

studies where the prerequisite is vital before learning the
next level.
 Familiarity. Prior or past learning is important in
sequence. Merely, what is well-known or familiar is the
one that should be taken up first before the unfamiliar.
 Difficulty. Simply, the easy content is taken ahead than
the difficult one.
 Interest. Contents or life experiences that increase
interest are those that are novel. These can stir up
curiosity and interest of learners. Use these contents and
experiences to sharpen their appetite for learning.
3. Continuity. Gerome Bruner calls this “spiral curriculum” where

the content is organized according to the interrelationship between the
structures of the basic ideas of major discipline. Continuity is
provided through vertical repetition and recurring appearances of the
content.
4. Integration. This dimension emphasizes that “everything is

integrated and interconnected. Life is a series of emerging themes.”
Organization is drawn from the world themes from real life concerns.
5. Articulation. This can be done either horizontally or vertically:
 Horizontal articulation is when the association is among

or between elements that happen at the same time.
 Vertical articulation is when the content are organized
from level to level or grade to grade so that the content in
a lower level is linked to the next level.
6. Balance. In a curriculum design, just assignment of content, time,

experiences and other elements to establish balance is indispensably
needed. Keeping the curriculum “in balance” requires constant fine tuning
and review for its effectiveness and relevance.
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(Application/Mastery Learning)
Directions: Identify the curriculum design being used in the curricular

program that you are enrolled in.
Make a paragraph consisting of 200 words to justify your answer.(To be
submitted on March 20, 2021)
Criteria 5 points 4 points 3 points 2 points 1 point

Substance Content/ Content/ Content/ Content/ Content/
thought is thought is thought is thought is thought is
very much much moderately slightly not at all
substantial substantial substantial substantial substantial
Organization Content/ Content/ Content/ Content/ Content

and thought is though is thought is thought is /
Comprehensi very much much organized organized thought
veness organized, organized with 4-6 with more is not
grammaticall errors in than 6
with 3 errors organiz
y correct& grammar& errors in
very much in moderately grammar&sl ed with
comprehensi grammar& comprehens ightly more
ble. much ible. comprehens than 6
comprehensi ible. errors
ble. in
gramm
ar &not
compre
hensibl
e.
Rubrics:

To be accomplished/submitted/presented by the assigned students to wit:
37
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MODULE 1
LESSON 6
FEATURES & APPROACHES OF

CURRICULUM DESIGNS
There are various commonly used approaches on the different

curriculum designs. In order to uplift your learning, you will integrate in
here your own experiences and observations based on the features and
characteristics of the different approaches.
There are six features to be considered in the curriculum:
1) Teachers
To attain quality education it necessitates quality educators.
Well-trained teachers bring a shining light into the learning
environment. Teachers are the dispenser of knowledge and the ones
who sort out information from the data that surround the learners.
They should be honed to become effective and competent educators
that could abreast with the changing demands of a learning society.
2) Learners
The learners are considered to be at the center stage of the
educative process and the most important parts in the learning
environment. Naturally, there is no teaching without them. The
teacher’s role is to understand each learner that each of them is
unique and possesses individual differences that includes their
multiple intelligences, learning styles, faculties, background and
varied experiences. Furthermore, they should addressed the needs of
the learners through providing learning opportunities and varied
experiences.
2) Knowledge, Skills and Values

“To help the learners manage with rapid changes to understand
and to make it in the new work in the workplace, we must design a
curriculum oriented to tomorrow.”
The syllabus or course study will serve as a vehicle for
instruction by the teachers. The learning goals, instructional
procedures and content must be clearly expounded to students. There
must be a stability of theory and practice. Learner’s continuous
interest in the subject should be made Instructor:
significantCorazon Q. Quitevis
and pertinent.
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3) Strategies and Methods
In order for teachers to teach efficiently, they are encouraged to
utilize appropriate methodologies, approaches and strategies “capped
with compassionate and winsome nature.” Teachers should choose
teaching strategies, learning activities, drills and instructional
materials appropriate to the learners and aligned to objectives or goals
of the lesson. Activities should be made to enhance the higher order
thinking skills of the learners.
4) Performance
It is a feature of a curriculum that should be given emphasis.
Learning outcomes are the product performance of the learners as a
result of teaching. These indicate the performance of both teachers
and the learners. The curriculum is deemed to be successful if the
performance of the learners is higher than the targets set. Generally, a
good curriculum is one that results in high or excellent performance.
5) Community Partners
Teaching is simply a cooperative undertaking. Teachers must
build a good rapport with parents, non-government organizations and
their stakeholders. Partnership is a means and not an end to be
pursued in it. Definitely, an absence of partnership often means a
poor definition of education ends.
APPROACHES TO CURRICULUM
Curriculum designs are implemented through the

following approaches:
 Child or Learner-centered approach

It emphasizes that the child is the center of the
educational process. It stresses that the curriculum is basically
created based on the needs, interests, purposes and abilities of
the learners. Moreover, a curriculum is also built upon the
learner’s knowledge, skills, learning and potentials.
The following should be considered on how child or learner-

centered curriculum be approached:
1. A new respect for the child is fundamental.

2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
4. The recognition of the need for using and exploring many
media for self-discovery and self-direction
Instructor: Corazon is embraced.
Q. Quitevis
 Subject-centered approach
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This approach is anchored on the curriculum design
which prescribes different and separate subjects into one broad
field.
The following are to be considered in this approach:
1. The primary focus is the subject matter.

2. The emphasis is on bits and pieces of information which
are detached from life.
3. The continuing pursuit of learning outside the school is
not emphasized. Learning should only take place inside
the classroom.
4. The subject matter serves as a means of identifying
problems in living.
 Problem-centered approach
This approach is based on a curriculum design which
undertakes that in the process of living, children experience
problems. Hence, solving of problems enables the learners to
become increasingly able to achieve complete or total
development as individuals.
The following views and beliefs are characterized by this

approach:
1. The learners are capable of directing and guiding

themselves in resolving problems, hence they become
independent learners.
2. The learners are prepared to assume their civic
responsibilities through direct participation in different
activities.
3. The curriculum leads the learners in the recognition of
concerns and problems and in seeking solutions. The
learners are considered problem solvers.
While the three approaches are distinct from one another, these are
all being utilized by most practitioners such as teachers, principals, and
school managers.

(Application/Mastery Instructor:
Learning)Corazon Q. Quitevis
Direction: To be submitted on March 20, 2021
Choose two approaches to curriculum design and relate them to the

40
features
Courseof a curriculum.
Code: MSEGE-211 How are they similar? How are they different?
Preparation
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ble. in
gramm
ar &not
compre
hensibl
e.
Rubrics:
To be accomplished and presented by the assigned students to wit:
41
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ASSESSMENT TASK-MODULE 2
To be submitted on March 20, 2021
I – Multiple Choice
Direction: Write the letter of thecorrect answer.
_______ 1. This comes from a core, correlated curriculum design that links
separate subject designs in order to reduce fragmentation.
a. Subject Design b. Correlation Design
c. Broad Field Design
_______ 2. This mode focuses on the content of the curriculum.

a. Subject-Centered Design
b. Learner-Centered Design
c. Problem-Centered Design
_______ 3. They are the lead personalities in humanistic design.

a. John Dewey and Henry Morisson
b. Friedrick and William Harris
c. Abraham Maslow and Carl Rogers
_______ 4. This curriculum design is anchored on the needs and interests of the
child.
a. Experience-Centered Design
b. Child-Centered Design
c. Discipline Design
_______ 5. The primary focus is the subject matter.

a. Learner- Centered Design
b. Problem-Centered Design
c. Subject-Centered Design
_______ 6. They are the most important factors in the learning environment.
a. Learners b. Teachers
c. Principals
_______ 7. These are the learning outcomes as a result of teaching and guiding
post of the learners.
a. Knowledge, Skills, Values
b. Performance
c. Strategies and Methods
_______ 8. They are the dispenser of knowledge. Instructor: Corazon Q. Quitevis

a. Teachers b. Community Partners
c. Friends
_______ 9. Gerome Bruner calls this as “spiral curriculum”

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a. Continuity b. Articulation c. Integration
_______ 10. This is based on the psychology of the learning and how people
learn.
a. Inquiry-related sequence
b. Concept-related sequence
c. Learning-related sequence
II – True or False
Direction: Write T on the blank provided for if the statement is TRUE and F is the
statement is FALSE.
_______ 1.Scope is simply the coverage of the curriculum.
_______ 2. Core design centers on general education and the problems are based on
common human activities.
_______ 3. Discipline refers to specific knowledge learned through a method which

the scholars use to study specific content of their fields.
_______ 4. Vertical arrangement of curricular elements follows a vertical design.
_______ 5. Crafting a curriculum is like writing a lesson plan.
_______ 6. Teaching is a collaborative undertaking.
_______ 7. A proposition can be done either vertically or horizontally.
_______ 8. Empirical prerequisite is a statement that asserts something.
_______ 9. Class concept refers to the group or set of things that share common
practices.
_______ 10. Prerequisite learning means that there are fundamental things to be
learned ahead.
III – Essay
Answer briefly the questions asked. Your score will be determined using the
rubrics below.
1. Why is there a need to look into the parameter or dimensions upon

which a design can be crafted?
2. What are the features of curriculum? Cite their distinct roles?

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ble. in
gramm
ar &not
compre
hensibl
e.
Rubrics
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Reference Box for MODULE 2

BOOKS
 ORNSTEIN, ALLAN and HUNKINS, FRANCIS (2004) Curriculum

Foundations, Principles and Issues, 4th Edition, Pearson Educ. Inc. U.S.A.
 POSNER, GEORGE J. (1994) Course Design: A Guide To Curriculum

Development for Teachers,4th Edition. Longman, 10 Band St. White Plains,
N.Y. 10606.
 SMITH, OTHANEL STANLEY, SHORE (1957) Fundamental of Curriculum

Development., Rev. Ed. Harcourt Brace, New York.
WEB REFERENCE
 http://en.wikipedia.org/wiki/Crafting_the_curriculum
 http://en.wikipedia.org/wiki/Curriculum_development
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ILOCOS SUR

POLYTECHNIC STATE Graduate School

This is the humble module

INTENDED LEARNING OUTCOMES

A. Determine the different curriculum designs

B. Describe the different dimensions, features and approaches of

C. Appreciate the value of curriculumdesign models in crafting

Instructor: Corazon Q. Quitevis

Teachers must actively involve themselves in this kind of academic

Instructor: Corazon Q. Quitevis

A curriculum can be systematically arranged either

 Horizontal arrangement. The direction of the curriculum is

Curriculum design may also follow the given structures as follows:

1. Subject-centered design model. It focuses primarily on the

Examples of subject-centered design are given below:

 Subject design. It is the oldest and so far the most known

 Discipline design. This curriculum model is intertwined to the

 Correlation design. This curriculum design comes from a core,

 Broad field design (Interdisciplinary). Also called as holistic

2. Learner-centered design. It emphasizes that the learner is the

Some examples of learner-centered design are the following:

 Child-centered design. This is often credited to the influence of

 Experience-centered design. This design is similar to child-

 Humanistic design. Abraham Maslow and Carl Rogers are the

3. Problem-centered design. In general, this design draws on social

Examples of problem-centered design curriculum are given

 Life-situation design. In this design, the contents are

Instructor: Corazon Q. Quitevis

INTENDED LEARNING ACTIVITY (ILA)

Direction: To quick check on what you have learned, match Column A

1. The development of the self is A. Subject-centered

Instructor: Corazon Q. Quitevis

6. They are firm believers of the F. John Dewey

To be accomplished/submitted/presented by the assigned students to wit:

Female #1 and Female #2 in the class roster.

Instructor: Corazon Q. Quitevis

DIMENSIONS & PRINCIPLES OF

Curriculum designs provide clear relationships between and

1. Scope. It refers to all the content, topics, learning experiences

2. Sequence. In this dimension, the contents and experiences are

The following principles for sequence were introduced by

 Simple to complex learning. The contents and

 Prerequisite learning. It means that there are

 Chronological learning.Time is the primary factor to be

Posner and Rudnitsky (1994) introduced five major principles

 World-related sequence. What relationship subsists among

 Space. Spatial relations will be the basis for the

 Time. This is synonymous to the chronological principle

 Physical attributes. This refers to the physical

 Concept-related sequence. This sequence reflects primarily on

 Class relations. It pertains to the set of things that share

 Inquiry-related sequence. This is in relation to the scientific

 Learning-related sequence. This is based on the psychology of

 Empirical prerequisites. It is based on experiential

3. Continuity. Gerome Bruner calls this “spiral curriculum” where

4. Integration. This dimension emphasizes that “everything is

5. Articulation. This can be done either horizontally or vertically:

 Horizontal articulation is when the association is among

6. Balance. In a curriculum design, just assignment of content, time,

Instructor: Corazon Q. Quitevis