crafting the curriculum

Module II

Crafting the Curriculum

Presented by:Sheila Mae Rosali d.N. Lavapie

Introduction

• As a teacher, one has to be a curriculum designer, curriculum implementor and a curriculum evaluator.

These threefold functions are embedded in the teaching profession.

Lesson 1: Curriculum Design Models

2 ways a curriculum be organized:

• Horizontal organization• Vertical organization

Other structures of Curriculum Design

1. Subject-centered design model

• Focuses on the content of the curriculum• Centered design corresponds mostly on

textbooks• Aim for excellence in the subject matter

content

Subject-Centered Curriculum

a. Subject design

• Oldest and the most familiar design for teachers, parents, laymen and advocates.

• Easy to deliver• Complementary books are written & support

instructional materials are commercially available

Subject-Centered Curriculum

b. Discipline design

• Focuses on academic disciplines• Learned through a method which the scholars

use to study a specific content in their fields• Often used in college

Subject-Centered Curriculum

c. Correlation design

• Links separate subject designs in order to reduce fragmentation

• Subjects are related to one another but each maintains its identity

Subject-Centered Curriculum

d. Broad field design/interdisciplinary

• Prevent the compartmentalization of subjects & integrate the contents that are related to each other

• Sometimes called holistic curriculum–Broad field design draws around themes

and integration

Other structures of Curriculum Design

2. Learner-Centered Design

• Among the progressive educational psychologists, the learner is the center of the educative process.

Other structures of Curriculum Design

2. Learner-Centered Design

• Among the progressive educational psychologists, the learner is the center of the educative process.

Other structures of Curriculum Design

a. Child-centered design

• Anchored on the needs and interests of the child

• Learner learns by doing• Learners interact with the teachers &

environment• Collaborative effort between teachers &

students on planning lessons

Other structures of Curriculum Design

b. Experience-centered design

• Believes that the interests and needs of learners cannot be pre-planned

• Time is flexible and children are free to make options

• Activities revolve around different emphasis such as touching, imagining

relating & others

Other structures of Curriculum Design

c. Humanistic design

• Development of self is the ultimate objective of learning

• It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum

Other structures of Curriculum Design

3. Problem-Centered Design

• Draws on social problems, needs, interest and the abilities of the learners

• Emphases on life situations, contemporary life problems, areas of living & many others

Other structures of Curriculum Design

a. Life-situations design

• Pressing immediate problems of the society and the students' existing concerns are utilized

• The connection of subject to real situations increases the relevance of the curriculum

Other structures of Curriculum Design

b. Core design

• Centers on general education and the problems are based on common human activities

• Central focus includes common needs, problems and concerns of the learner.

Lesson 2: Dimensions and Principles of Curriculum Design

6 Dimensions of a Curriculum Design:

Scope Sequence Continuity Integration Articulation Balance

Dimensions of Curriculum Design1. Scope

• All the contents, topics, learning experiences and organizing threads comprising the educational plan

• It is where the decision-making of the teacher is needed

• Can be divided into chunks called

units, sub units, chapters or

sub-chapters

Dimensions of Curriculum Design1. Scope

• Deductive principle– from whole to the parts which will

have a cascading arrangement• Inductive principle

– From examples to generalization

Dimensions of Curriculum Design2. Sequence

• 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.

4 Principles for Sequence(Smith, Stanley& Shore)

a. Simple to complex learning– Content experiences are arranged

from simple to complex; concrete to abstract, from easy to difficult

b. Prerequisite learning– There are fundamental things to be

learned ahead

4 Principles for Sequence(Smith, Stanley& Shore)

c. Whole to part learning– Overview before specific content or

topics

d. Chronological learning– Order of events is made as a basis of

sequencing the content and experiences

5 Major Principles for organizing content in units(Posner & Rudnitsky)

1. World-related sequence– Relationship that exists among people,

objects or events of the world

a. Space– Spatial relations will be the basis– Closest to farthest;top to bottom or east to west

5 Major Principles for organizing content in units(Posner & Rudnitsky)

1. World-related sequence– Relationship that exists among people,

objects or events of the world

a. Space– Spatial relations will be the basis– Closest to farthest;top to bottom or east to west

5 Major Principles for organizing content in units(Posner & Rudnitsky)

b. Time– Content is based from the earliest to

the most recent

c. Physical attributes– Physical characteristics such as age,

shape, size, brightness and others

5 Major Principles for organizing content in units(Posner & Rudnitsky)

2. Concept-related sequence– Reflects the organization of the

conceptual world, how ideas are related together in a logical manner

5 Major Principles for organizing content in units(Posner & Rudnitsky)

a. Class relations– Refers to group or set of things that

share common practices

b. Propositional relations– Statement that asserts something– Evidence ahead before proposition

5 Major Principles for organizing content in units(Posner & Rudnitsky)

3. Inquiry-related sequence– Based on scientific method of inquiry– On the process of generating,

discovering and verifying knowledge– Content and experiences are

sequenced logically and methodically

5 Major Principles for organizing content in units(Posner & Rudnitsky)

4. Learning-related sequence– Based on psychology of learning and

how people learn

a. Empirical prerequisites– Based on empirical studies where

prerequisite is required before learning the next

level

5 Major Principles for organizing content in units(Posner & Rudnitsky)

b. Familiarity– Prior learning– Familiar should be taken up first

before the unfamiliar

c. Difficulty– Easy content is taken ahead than thedifficult one

5 Major Principles for organizing content in units(Posner & Rudnitsky)

d. Interest– Contents and experiences that

stimulate interest are those that are novel

– These can arouse curiosity and interest of learners

– Use these contents and experiences to increase the appetite for learning

Dimensions of Curriculum Design3. Continuity

• Vertical repetition and recurring appearances of the content provide continuity in the curriculum

• For learners to develop the ideas,these have developed and re developed in spiral fashion in increasing depth and breadth as the learners advance

Dimensions of Curriculum Design4. Integration

• Organization is drawn from the world themes from real life concerns

5. Articulation• Can be done either vertically or horizontally

Guidelines in Curriculum Design

• Curriculum design committee should involve teachers, parents, administrators and even students.

• School's vision, mission, goals and objectives should be reviewed and used as bases for curriculum design.

• The needs and interest of the learners, in particular, and the society, in

general should be considered.

Guidelines in Curriculum Design

• Alternative curriculum design should consider advantages and disadvantages in terms of costs, scheduling, class size, facilities and personnel required.

• The curriculum design should take into account cognitive, affective, psychomotor skills, concepts and outcomes.

Lesson 3: Approaches to Curriculum Design

6 Features of a Curriculum:

Teacher Learners Knowledge, Skills, Values

6 Features of a Curriculum:

Strategies and Methods Performance Community Partners