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THEORIES OF CURRICULUM DESIGNSGDC5013 Curriculum & PedagogyGroup B (Presentation 3)Prof. Madya Dr. Abdull Sukor Shaari
By:Mohd Mursyid Alam 814063Ikhsan Bin Megat Halim 814539
For more informattion, visit:-
theoriesofcurriculumdesign.blogspot.com
Contents1. Curriculum Design2. Sources of Curriculum Design3. Conceptual Framework4. Guidelines for Curriculum Design5. Three Basic Curriculum Designs
a) Subject-Centered Designsb) Learner-Centered Designsc) Problem-Centered Designs
1. Curriculum DesignIn designing Curriculum, we
must:-◦Consider Philosophical & Learning
Theories◦Determine if
1. Our decision is parallel with basic belief concerning people
2. What & How they should learn3. How they should use their acquired
knowledge
Curriculum Design is concerned with 4 basic parts1. Objectives
What Should be done?
2. Content What Subject Matter should be
included?
3. Learning Experiences What instructional strategies,
resources, & activities should be employed?
4. Evaluation What methods & instruments should
be used to judge the results of the curriculum?
Curriculum Designs draws from:-1.Knowledge Theory2.Social Theory3.Political Theory4.Learning Theory
2. Sources of Curriculum Design
a) SCIENCE as a source◦ Contains only observable,
quantifiable elements◦ Priority: Problem solving & Thinking
strategies◦ Emphasis: Learning How to learn◦ Why?: Knowledge increase so
rapidly, the only constant seems to be the procedures by which we process knowledge. Thus, “Learning How to Learn”.
b) SOCIETY as a source◦ Draw ideas from analysis of the social
situation◦ Operates within social, economic, &
political contexts◦ Priority: Address Students’ unique
needs -> diverse social groups◦ Emphasis: Collaboration among diverse
individuals & groups◦ Why?: School is an agent of society, ->
we must consider current & future society.
c) MORAL DOCTRINE as a source◦ Considering the relationship between
Knowledge & People’s Spirituality.◦ Guided by Religious Texts◦ Priority: Questions about the nature of
the world, the purpose of life, what it means to be human & knowledgeable
◦ Emphasis: Develop empathy & compassion, consider&promote welfare of others, welcome different viewpoints
◦ Why?: Allow for a blending of truth, faith, knowledge, ethics, thought, and action.
d) KNOWLEDGE as a source◦ The Primary source of curriculum◦ “What knowledge is of most worth?”◦ Priority: Rethink:-
What knowledge is of most worth? For whom is this knowledge of value? Is there any knowledge that must be
possessed by the majority? What intellectual skills must be taught?
◦ Challenges: Knowledge is exploding exponentially
◦ Why?: Knowledge should be a discipline, have a particular structure & methods
e) THE LEARNER as a source◦ Curriculum derived from Our
knowledge of Students. How: They learn, form attitudes, generate
interest, develop values
◦ Priority: Seeks to empower Students & foster their individual uniqueness.
◦ Emphasis: Draw ideas from psychological foundations, especially how minds create meaning
◦ Why?: Every learner is unique, educational environment physically affect brain development.
3. Conceptual Framework - Organizations1. Horizontal Organization Combining:-
CREATE A
HISTORY
ANTHROPOLOGY SOCIOLOGY
“Contemporary Studies” Course
2. Vertical Organization Eg: - “Social Studies”
(First Grade)
(Second Grade)
Same topics are addressed in different grades, but increasingly higher difficulty.
Eg:- Mathematical concept of “set”. English concept of
“composition”
“The Family”
“The Community”
5. Guidelines for Curriculum Design
1. Create a curriculum design committee2. Create a schedule meetings to make
curriculum design decisions3. Gather data about educational issues
and suggested solutions4. Process data on available curriculum
designs, compare cost, scheduling, students characteristics and academic strengths, learning environments, whether community accept the design.
5. Schedule time for reflection on the design
6. Schedule time for revision of the design
7. Explain the design to educational colleagues, community members, if appropriate, students.
6. Three Basic Curriculum Designs
A. Subject-Centered DesignsB. Learner-Centered DesignsC. Problem-Centered Designs
A. Subject-Centered Designs1. Subject Designs2. Discipline Designs3. Broad-Fields Designs4. Correlation Designs5. Process Designs
1. Subject DesignsOldest and Best knownRelated to “Textbook treatment” &
“Teachers as SME”Exists whenever there are stress on
standards & accountability to schoolsStrength:-
◦Introduces students to essential knowledge of society
◦Easy to deliver, textbook&materials comercially available
Weaknesses:-◦Disempowers students to choose the
content which is most meaningful to them
◦Presented without consideration of context
◦Fails to foster social, psychological, & physical development
◦Neglects students needs, interest and experiences
◦Foster students passivity
2. Discipline DesignsFocus on the academic disciplines
◦Students would approach history as a historian would
◦ Investigate biological topics by following procedures used by biologists.
Stress on understanding the conceptual structures & processes of the disciplines
Strength: Students master the content areas & able to independently continue their learning
Weaknesses: A lot of knowledge cannot be classified as “disciplined”.
Eg: aesthetics, humanism, personal-social living
3. Broad-Fields DesignAka interdisciplinary designFocus: Give student a sweeping
understanding of ALL content areas, integrate contents that fit together logically
Eg:-”geography,economics,political science, anthropology, sociology, history”->”social Studies”
Strength: Simple, Students learn wide area of knowledge.
Weaknesses: The depth of knowledge is insufficient.
4. Correlation DesignIn the middle of “Separate Subjects” &
“Total Content Integration”Attempts to identify ways to relate
subjects, but maintain their separate identities.
Eg: (Science&Math) (Literature&History)
Strength: Innovative & AttractiveWeaknesses: Time Consuming,
Teachers often separate departments, Scheduling difficulties
5. Process DesignsUrge students to learn the “process of
obtaining knowledge”Eg: Biological procedures to learn
biology, ethnographic procedures to study culture & society
Strength: SS as a meaning maker, enables to analyze reality, create frameworks by which to arrange derived knowledge.
Weaknesses: Difficult to analyze validity of students’ conclusion individually.
B. Learner-Centered Designs1. Child-Centered Design2. Experience-Centered D
esign3. Romantic (Radical) Desi
gn4. Humanistic Design
1. Child-Centered DesignStudents must be active in their
learning environments.Design based on students lives, needs,
interestBelief: effective learning did not require
strict discipline, child’s innate tendency to become engaged with interesting knowledge
Organized around human impulses: to socialize, to construct, inquire, experiment, express/create.
2. Experience-Centered DesignA curriculum that is not pre-planned,
done “on the spot”Why?: child’s needs and interests cannot
be anticipatedStudents design their own learning,
construct & revise their knowledge through direct participation & active observation
Teachers design potential experiences for students to consider
Search for starting points, interest->linked to formalized knowledge
3. Romantic (Radical) DesignStudents must learn ways of
engaging in a critique of knowledgeLearning is reflective, it is not
externally imposed by someone in power
Radicals view society as deeply flawed & believe that schools used curriculum to control & indoctrinate, not to educate & emancipate
Students must accept responsibility for educating themselves & demand freedom
4. Humanistic DesignEmphasized human potential, empowering
students by actively involving the in their own growth
Teachers must permit students to feel, value, grow
Teacher provide environments that encourages genuineness, empathy, & respect
Students approach problems with flexibility & intelligence, work cooperatively but do not need other’s approval
Mistakes are accepted as part of the learning process
Cognitive, affective, and psychomotor domains are interconnected
Weaknesses: ◦Over emphasizes the individual, ignoring
society’s needs◦Require teachers with great skills &
competence in dealing with individuals
C. Problem-Centered DesignsFocuses on real-life problems of
individuals & society1. Life-Situations Designs2. Reconstructionist Design
1. Life-Situations DesignsFocus on problem-solving proceduresThe content is organized in ways that allow
students to clearly view problem areasUses learner’s past & present experiences
to get them to analyze the basic aspects of living
Starting point: Student’s existing concerns, society’s pressing problems
Weaknesses: Tends to indoctrinate youth to accept existing conditions, thus perpetuates the social status quo.
2. Reconstructionist Design Provide students with learning
requisite for altering social, economic, & political realities
Curriculum should foster social action, aimed at reconstructing society
Encourages industrial & political changes
Students should be involved in creating a more equitable society.
Design Curricular Emphasis
Underlying Philosophy
Source Spokespeople
Subject Separate Subjects EssentialismPerennialism
ScienceKnowledge
Harris, Hutchins
Discipline Scholarly disciplines
EssentialismPerennialism
Knowledge, Science
Bruner, Phenix, Schwab, Taba
Broad-Fields Interdisciplinary subjects and scholarly disciplines
EssentialismProgressivism
Knowledge, Society
Broudy, Dewey
Correlation Separate subjects, disciplines linked but identities maintained
EssentialismProgressivism
Knowledge Alberty and Alberty
Process Procedural Knowledge of various disciplines, ways of thinking
Progressivism Psychology, Knowledge
Adams, Dewey, Papert
Child-Centered
Child’s interest & needs
Progressivism Child Dewey, Kilpatrick, Parker
Experience Child Interest & Experiences
Progressivism Child Dewey, Rugg, Schumaker
Radical Child Interest & Experiences
Reconstructionism Child, Society Freire, Habermas, Holt, Illich
Humanistic Experiences, interest, needs of person&group
Reconstructionism, Existentialism
Psychology, Child, Society
Combs, Fantini, Maslow, Rogers
Life-Situations Life(social) Problems
Reconstructionism Society Spencer
Reconstructionist
Focus on society and its problems
Reconstructionism Society, Eternal Truths
Apple, Brameld, Counts, Rugg
THANK YOU!!!