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Chapter r,ffiiiiiiil*
DevelopingCurric'rlumGuides,,,i#ff

rntroduc{ili{){;
Curriculum materials in the form of lesson plans,
modules and syllabi are indispensable guides in the
daily classroom contact and communication
between teacher and students. They are best
written by the teacher herself since she knows what
and how she expects the students to accomplish the
learning materials that will be needed and how she
will be able to assess the learning outcomes. Her
competence in preparing such "self-directing"
materials would depend on a solid background of
the content, skill in employing a wide variety of
teaching strategies and a rich experience in using
assessment techniques.
I

::l
" ,i,
This chapter will discuss how to prepare some
easy-to-use curriculum guides. The most common
form is a daily lesson plan or a brief module for a
single unit. They are complete leaming packages,
starting with lesson objectives, preliminary
activities before introducing the lesson, the lesson
proper and brief assessment questions.
I

The first important step in writing instructional

materials is determining the objectives to be
pursued. 'Io assist the teacher in preparing
behavioral objectives, following are some
examples.

A. Preparing Instructional Objectives

An instructional objective is a statement that identifies what the students are

expected to accomplish. It provides direction in organizing and implementing
suitable classroom instruction and in choosing effective evaluation methods.
Instructional objectives should be stated in terms of student responses that are
observable and rneasurable. Sometimes they are referred to as behavioral or
performance objectives. The teacher should take utmost care in preparing such
statements since they serve to communicate clearly her purpose, at the same
time serve as bases in evaluating students' growth. The desired change in
behavior or performance level must be evident and ciearly exhibited.

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 Chapler 6 :Qgyg!E!!g !qrng!!!m !!Eg!

)hapter#l* Objectives are important because they help facilitate the following:

n Guides ii* a. Identification of what is expected of students after the study.

b. Basis for planning and organizing learning activities.
c. Choice of appropriate instructional materials.
d. Deeision on appropriate assessment techniques.
1. Rules in Writing Objectives

i lesson plans, Following are some simple rules to follow in writing behavioral
e guides in the objectives.
mmunication . 1. Make sure you are describing the behavior of the student
lhey are best and not the teacher's.
he knows what
accomplish the 2. A behavior can be described as observable in the form of
d and how she an outcome verb. Example: identifu, arrange, measure.
Outcomes. Her 3. Describe the criterion for evaluating an acceptable
;elf-directing" performance of the behavior. Example: classifu the fruits
background of as to color.
ride varietY of
4. Specify important conditions under which the student will
rience in using perform the behavior. Example: measure the height of the
seedling after one week.

prepare some 5. Remember to measure only one outcome verb for each
) most common
objective.
ef module for a 2. Sources of Instructional Objectives
ming packages,
s, preliminarY One of the best sources of instructional objectives is the
sson, the lesson
taxonomy of educational objectives prepared by Benjamin Bloom
(1982). The taxonomy is divided into three large domains -
0ns.
cognitive, affective and psychomotor.
ng instructional Following is a reprint of the taxonomy.
bjectives to be
r in preParing 1) The Cognitive Domain

'ing are some Cognitive objectives are those that use acadeinic knowledge
to develop the intellectual abilities of students. They are
divided into six levels:
a) Knowledge. Requires students to recall facts, concepts
and generalizations.

I the students are b) Comprehension. Checks whether students understand the

nd implementing information learned, like translating materials from one
luation methods. form of communication to another using their own words.

responses that are c) Application. The student should be able to apply the
r as behavioral or information in performing concrete actions. These
in preparing such actions may involve figuring, writing, reading, handling
pose, at the same equipment, etc.
lesired change in
exhibited.
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 Chapter 6 - Developing Curriculum Guides

d) Analysis, The stuclent could systematically examine

factual content in order to solve problems. They divide
the information into component parts. Students utilize
inductive and.deductive thinking.
e) Synthesis. The student can bring to bear information from
various sources to create a product, a pattern or structure.
The product can take a variety of forms-written, oral,
practical, etc.

0 Evaluation. The student can apply a standard in making a

judgement on the worth of something-an easy, an action,
or a design, etc. They use decision-making skills.
Following is a list of action words used in formulating objectives
in the cognitive domain.

Knowled$i ',.;,,, &i'mPre;h,ensibn - Application

(Rccall,of Fartsr (Gu|i,:..tneaiiig) (Use a new situation)

Terms Compare Demonstrate

Name Classify Solve
Identify Describe Apply a Role
State Give examples Show
Select Order Measure
List Estimate Compute
Match Distinguish Operate
Label Predict Use
Reproduce Convert Illustrate
Extend Manipulate
Reorder Modify

Analysis r,:
: ,1
'Sy,nlhCsii,,, ' Eialu.ation-';'
(Break inta pan$, lAtganizi)' (Make,iu-dgemehi,t)

Differentiate Summarize Interpret

Distinguish Design Explain
Select Combine Criticize
Separate Reconstruct Justify
Prove Draw Recommend Measures
Infer Relate Suggest
Breakdown Organize Data Appraise
Define Device Contrast
Analyze Prepare
'Discriminate
Point Out Recognize Deduce
Categorize Produce Conclude
Detect Create Support
Revise

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rculum Guides Chapter 6 - Developing Curriculum Guides

examine 2) The Affective Domain

rey divide
The affective domain deals with how students are affected by
nts utilize
their learning.
Blooms taxonomy divides affective objectives into five
ation from
categories. They are described as follows.
: structure.
tten, oral, .a) Receiving
The student shows willingness to attend to particular
classroom stimuli or phenomenon in the environment.
rmaking a
an action, b) Responding
1ls. The student is required active participation based on
the stimuli.
objectives
c) Valuing

;,l
ation) | d)
The student displays definite involvement or commit-
ment toward some experience.

Organization
3I The student has integrated a new value into his/her
general set ofvalues and can give it its proper place
,el e)
in a priority system.
Characterization by value
I
The student acts consistently according to the value
l and is firmly committed to the experience.

3)
I

I
The Psychomotor Domain
I Examples of skills in the psychomotor domain are eye
coordination for viewing visual arts, intricate use of complex
____l equipment in laboratory tasks and communicating intentions
with facial and hand gestures.

--l
rcno I
The six categories of objectives in the psychomotor domain
are:

a) Reflex movements
l
Students actions can occur involuntarily in response
l to some stimuli.
easures b) Basic fundamental movements
I
Sfudent has innate movement pattem formed from a
combination of reflex movements.
I

I
c) Perceptual abilities
Student can translate stimulus received through the
I
senses into appropriate desired movements.
I

d) Physical Abilities
l
Student has developed basic movements that are

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 Chapter 6 - Developing Cuniculum Guides

essential to the development of more'highly skilled

movements.

e) Skilled Movements
Student has developed more complex movements
requiring a certain degree of efficiency.
Nondiscursive Communications
Student has the ability to communicate through body
movenient

B) Developing Instructional Guides

One of the basic skills that teachers should be able to undertake with
"predictable proficiency" is preparing a wide variety of instructional materials,
ranging from the daily lesson plan to a syllabus for a particular course. Guided
by the current thrust in ones discipline, they must be knowledgeable in
organizing and developing materials used for daily classroom instruction as
IT
well as learning units in the form of modules and self-learning kits. Said
curriculum materials offer the best means by which they can provide the
students the right direction and assistance in achieving the desired insffuctional
objectives.

Following are some of the instructional materials that every teacher is

expected to prepare before or during the school year.

1. A DAILY LESSON PLAN

A daily lesson plan is a blueprint that guides a teacher on what she will
teach and how she will go about it. It is a complete procedure that will be
followed in introducing and implementing the plan capped by the
suggestions on how to evaluate the learning outcomes desired.
To insure ease and efficiency in preparing one, a teacher should possess
the following qualifications:
a. Adequate knowledge about the topic to be taught.
b. Facility in preparing clear and precise lesson objectives.
c. Skill in employing a wide range of strategies and procedures.
d. Preparedness in assembling the materials and tools that will be
needed.
e. Knowledge of assessment and evaluation techniques.
A sirnpie lesson plan includes, among others, a brief statement of the
objectives and a smooth sequencing of the learning activities. It is
presumed that the equipment, tools and materials are organized and
arranged within reach ahead of time. It is concluded with a kind of
assessment to find out whether the objectives have been achieved.

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Irrculum Guides Chapter 6 - Developing Cuniculum Guides

fily skilled Below is a lesson plan format.

Lesson Plan No.

movements
Topic / Subject
Suggested Time Allowed

rough body I. Objectives

A. General: This is the objective of the whole unit.
B. Specific: This is stated as to:

a.) Cognitive (knowledge)

b.) Affective (Values)
tertake with c.) Psychomotor (Skill)
ral materials,
nrse. Guided II. Textbook Pages (References)
ledgeable in
nstruction as m. Materials Needed
ng kits. Said Enumerate the materials, including the equipment that will be used.
L provide the
I instmctional A. Preliminaries

l. Introducing / Initiating
r-v reacher is 2. Motivating / Mood setting
3. Organizing groups if lesson calls for it.
4. Reminders in careful use of equipment.

B. Lesson Proper
q-hat she will
re that will be l. Using the appropriate teaching strategies which have been
apped by the previously decided on, proceed with the learning activities such
red. as performing laboratory investigations, discussions, reporting

,hould possess or cooperative learning strategies. Such activities are dictated by

the lesson objectives.
2. Provide additional information or data that may be needed to
support their findings. Such will also be helpful in answering
tves. application questions.
lrocedures.
3. Be prepared for a modification in the procedure if needed.
4. Substitution of materials may be allowed.
rls that will be
5. Observe how each group or individual is progressing in the
activity.
es. 6. Keep asking questions to lead them to the right direction.
atement of the
7. If a laboratory manual is being followed, check the steps to
insure correct completion.
rctivities. It is
organized and
n'ith a kind of
rchieved.

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 Chapter 6 - Developing Curriculum Guides

C. Summary / Conclusiorl
1. Tswards the end, they will be able to recite on what they have
learned or produced.
2. Encourage them to ask further questions.
3. Formulate a conclusion or a generalization.
4. Ask how they can apply their leaming in real life.

D. Evaluation

1. This could be in the form of a short test, submission of their

reports or products, formal/ informal observations.
2. They may be allowed to evaluate their own work especially the
steps undertaken.
3. Ask for suggestions on how the activities could be improved.

E. Additional Activities
1. For Reinforcement: Revise parts to make it easy for the slow
learners.
2. For Enrichment: Include additional activities for the fast leamers.

2. A COURSE SYLLABUS
The most basic curriculum material that a teacher should be able to
prepare is the course syllabus.

The parts are:

Course Number
Course Title
Course Description
' This section includes an overview of the course. It consists of the main
concepts that the students are expected to learn. It may include one or two
outstanding features or what new topics will be highlighted in the course.

Course Pre-requisites
State the basic courses that should have been completed before under-
taking the present one.

Course Credit
State the number of recitation periods per week and the total number
of recitation hours for a whole semester or year. Then the correspond-
ing number of units earned after completing the course is indicated.

Course Objective
a.) State the general objectives of the whole course.
b.) Each topic (lesson) should also include a general and specific
objectives.

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