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CURRICULUM DEVELOPMENT
Module 2
Crafting the Curriculum
Prepared by:
Christy C. Ador
Curriculum
The planned and guided learning experiences and
intended learning outcomes, formulated through
the systematic reconstruction of knowledge and
experiences, under the auspices of the school, for
the learners’ continuous and willful growth in the
personal social competence.( Daniel Tanner, 1980)
LESSON 1 CURRICULUM DESIGN MODELS
Objective:
› This lesson will present the different design models curriculum and;
› This will guide to discover that curricula are organized.
SUBJECT-CENTEREDDESIGN MODEL
This model focuses on the content of the curriculum.
The subject centered design corresponds mostly to the textbook written for the specific subject.
EXAMPLES OF THE SUBJECT-CENTERED DESIGN
Subject design
→ is the oldest and the most familiar design for teacher, parents and other laymen.
Discipline design → refers to the specific knowledge learned
through a method which the scholars use to study a specific content of their fields.
EXAMPLES OF THE SUBJECT-CENTERED DESIGN
Correlation design
→ this comes from the core, correlated
curriculum design that links separate
subject designs in order to reduce
fragmentation.
EXAMPLES OF THE SUBJECT-CENTERED DESIGN
Broad field design/interdisciplinary
→ this design was made to prevent the
compartmentalization of subjects and
integrate the contents that are related
to each other.
LEARNER-CENTEREDDESIGN MODEL
centered on certain aspects of the
learner’s themselves.
the learner is the center of the
educative process.
EXAMPLES OF THE LEARNER-CENTERED DESIGN
Child-centered design
( John Dewey, Rouseau, Pestallozi, and Froebel)
› the curriculum design is anchored on the
needs and interests of the child.
› the learner is not considered as a passive
individual but as one who engages with
his/her environment.
EXAMPLES OF THE LEARNER-CENTERED DESIGN
Experience-centered design
› experiences of the learners become the
starting point of the curriculum, thus
the school environment is left open and
free.
Humanistic design
( Abraham Maslow and Carl Rogers)
› the development of self is the ultimate
objective of learning.
› it stresses the whole person and
integration of thinking, feeling and
doing.
EXAMPLES OF THE LEARNER-CENTERED DESIGN
draws on social problem, needs,
interests and abilities of the learners.
content cuts across the subject
boundaries and must be based on the
needs, concerns and abilities of the
students .
PROBLEM-CENTEREDDESIGN MODEL
Life-situation design
› it uses the past and present experiences of
the of learners as a means to analyze the
basic areas of living.
› the pressing immediate problem of the
society and the students’ existing concerns
are utilized.
EXAMPLES OF THE PROBLEM-CENTERED DESIGN
Core design
› it centers on the general education and the
problem are based on the common human
activities.
› the central focus of the core design includes
common needs, problems, concerned of the
learners.
EXAMPLES OF THE PROBLEM-CENTERED DESIGN
LESSON 2
DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN
Objective:
› this lesson will allow us to consider some
of the dimensions and provide some
principles in its use in curriculum
development.
DIMENSIONS OF THE CURRICULUM DESIGN
● Scope
› defines as all the content, topics,
learning experiences and
organizing threads comprising the
educational plan.
Scope
› provides boundaries in curriculum as
it applies to the different educational
levels.
› it should include time, diversity and
maturity of the learners, complexity of
content, and level of education.
● Sequence
› contents and experiences are
arranged in hierarchical manner,
where the basis can either be logic of
the subject or on the developmental
patterns of growth of the cognitive,
affective and psychomotor domains.
DIMENSIONS OF THE CURRICULUM DESIGN
Four principles of Sequence
(Smith, Stanley and Shore, 1957)
Simple to Complex learning
› content and experiences are organized
from simple to complex, from concrete to
abstract, form easy to difficult.
Prerequisite learning
› it means that there are fundamental
things to be learned ahead.
Whole to part learning
› the meaning can very well be understood if
everything will be taken as a whole.
Chronological learning
› the order of events is made as a basis of
sequencing the content and the experiences.
This can be arranged from the most recent to
the distant past or vice versa.
Five major principles for
organizing content
(Posner and Rudnitsky 1957)
1. World-related sequence
a. Space
- spatial relation will be the basis for the
sequence.
b. Time
- the content is based from the earliest to the more recent.
c. Physical attributes- this principles refers to the physical characteristics of the phenomena.
2. Concept-related sequence
a. Class relation
- refers to the group or set of things that
share common practices. Teaching the
characteristics of the class ahead of the
member of the class.
b. Proportional relations
- a statement that asserts something.
Sequence are arranged so that the evidence
presented ahead before proposition.
3. Inquiry-related sequence
- this is based on the scientific method
of inquiry. Based on the process of
generating, discovering and verifying
knowledge, content and experiences
are sequence logically and
methodically.
4. Learning-related sequence
a. Empirical prerequisites
- sequence is primarily based on empirical
study where the prerequisite is required
before learning the next level.
b. Familiarity
- prior learning is important in sequence.
What is familiar should be taking up first
before the unfamiliar.
c. Difficulty
- easy content is taken ahead than the
difficult one.
d. Interest
- contents and experiences that
stimulate interest are those that are
novel. These can arouse curiosity and
interest of learners.
● Continuity
- this process enables learners strengthen
the permanency of learning and
development of skills. Gerome Bruner
called this “ spiral curriculum” where the
content is organized according to the
interrelationship between the structure of
the basis ideas of a major discipline.
DIMENSIONS OF THE CURRICULUM DESIGN
● Integration
“ Everything is integrated and
interconnected. Life is a series of
emerging themes.”
- organization is drawn from the
world themes from real life
concerns.
DIMENSIONS OF THE CURRICULUM DESIGN
● Articulation
● Vertical Articulation
- the contents are arranged from level to level
or grade to grade so that the content in the lower
level is connected to the next level.
● Horizontal Articulation
- happens when the association is among or
between elements that happen at the same time.
DIMENSIONS OF THE CURRICULUM DESIGN
● Balance
- equitable assignment of content,
time, experiences and other
elements to establish balance is
needed in curriculum design.
DIMENSIONS OF THE CURRICULUM DESIGN
LESSON 3
APPROACHES TO THE CURRICULUM
Objective
› this lesson will bring the various phases of
designing a curriculum.
› identify the commonly used approaches in the
design of curriculum.
› enhance and integrate the experiences and
observations based on the features and
characteristics of the different approaches.
THE SIX (6) FEATURES OF THE
CURRICULUM
1. Who teaches?
-- the Teacher
→ Good teachers bring a shining light
into the learning environment, and are
needed to sort out the knowledge from
the information but more important,
excellent teachers are needed to sort
the wisdom from the knowledge.
2. Who do the teachers teach?
-- the Learners
→ the learners are at the center stage in
the educative process. They are the most
factors in the learning environment.
There is no teaching without them.
→ they come from different sectors of
the society.
3. What do the teachers teach?
-- knowledge, skills, values
“to help the learners cope with the rapid
changes to understand and to succeed in the
new work in the work place, we must design
a curriculum oriented to tomorrow.”
4. How do teachers teach?
-- Strategies and Methods
Teachers should select teaching
methods, learning activities and
instructional materials or resources
appropriate to learners and aligned to
the objective of the lesson. Situations
should be creative to encourage
learners to use higher order thinking
skills.
5. How much of the teaching was
learned?
-- Performance
These learning outcomes indicate the
performance of both teachers and the
learners. Learning outcomes are the product
performance of the learners as the result of
teaching. Performance is the feature of a
curriculum that should be given emphasis.
6. With whom do we teach?
-- Community Partners
“ Teaching is a collaborative undertaking”
Partnership is the means not an end to be
pursued in itself. Society changes, teachers
will have a new beginning, an opportunity to
recast their role in their communities, to
change their attitude to their community, to
change the attitude of their communities and
societies about them.
REFERENCE:
Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company
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