Putting learning first

Abstract

This paper presents a curriculum development model that is the result of 50 years of research and 12 years of customizing the process in the Philippine setting. It analyzes the curriculum development components and describes how a component contributes to the teaching-learning process. Specifically, the paper discusses the role of needs assessment, course goals, content and learner analysis, instructional objectives, assessment, learning activities, instructional media, implementation, and revision of instruction in delivering effective and inspiring experiences in the classroom.
The systems approach is the basic framework utilized in this curriculum development model. The author emphasizes the need for teachers to create a syllabus that systematizes teaching and facilitates learning. In this context, the syllabus is viewed as a contract that spells out what the teacher and the students agree to do together to achieve the intended learning outcomes. The syllabus is described here as a written document organized in a logical, sequential or thematic fashion and whose sections become the blueprint for teaching. The author further answers the questions: What is a syllabus? How will a syllabus make learning possible? Where does the learner come into the picture? How does the syllabus guide teaching and learning?
Briefly, the author ties up the seven principles of good practice in education to curriculum design to guide practitioners in making use of specific teaching behaviors that inspires student to learn better.