Curriculum development

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.


Correlation design

→ this comes from the core, correlated

curriculum design that links separate

subject designs in order to reduce

fragmentation.


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.


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.


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.


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.


● Integration

“ Everything is integrated and

interconnected. Life is a series of

emerging themes.”

- organization is drawn from the

world themes from real life

concerns.


● 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.


● Balance

- equitable assignment of content,

time, experiences and other

elements to establish balance is

needed in 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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Curriculum development

Education

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