curriculumdevelopment ppt

8/11/2019 curriculumdevelopment ppt

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C URRICULUM DEVELOPMENT

Module 2

Crafting the Curriculum

Prepared by:Christy C. Ador


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CURRICULUM DESIGN MODELS

Objective:

This lesson will present the different designmodels curriculum and;

This will guide to discover that curricula are

organized.


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This model focuses on the content ofthe curriculum.

The subject centered design

corresponds mostly to the textbook written for the specific subject .


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E XAMPLES 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 tostudy a specific content of their fields.


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Correlation design

this comes from the core, correlated

curriculum design that links separate subject

designs in order to reduce fragmentation.


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Broad field design/interdisciplinary

this design was made to prevent thecompartmentalization of subjects and

integrate the contents that are related to

each other.


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centered on certain aspects of the

learners themselves.

the learner is the center of the educativeprocess.


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Humanistic design

( Abraham Maslow and Carl Rogers)

the development of self is the ultimate

objective of learning.

it stresses the whole person and integrationof thinking, feeling and doing.

E XAMPLES OF THE LEARNER -CENTERED DESIGN


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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 .


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Life-situation design

it uses the past and present experiences of the oflearners as a means to analyze the basic areas of

living.

the pressing immediate problem of the society

and the students existing concerns are utilized.

E XAMPLES OF THE PROBLEM -CENTERED DESIGN


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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.

E XAMPLES OF THE PROBLEM -CENTERED DESIGN


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DIMENSIONS AND PRINCIPLES OF CURRICULUM DESIGN

Objective :

this lesson will allow us to consider someof the dimensions and provide someprinciples in its use in curriculumdevelopment.


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Scope

defines as all the content, topics,learning experiences and organizing

threads comprising the educational

plan.


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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.


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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 ofthe cognitive, affective and psychomotor

domains.


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(Smith, Stanley and Shore, 1957)


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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.


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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. Thiscan be arranged from the most recent to the

distant past or vice versa.


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( Posner and Rudnitsky 1957)


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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. Sequenceare arranged so that the evidence presented

ahead before proposition.


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- this is based on the scientific method of

inquiry. Based on the process of

generating, discovering and verifyingknowledge, content and experiences are

sequence logically and methodically.


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a. Empirical prerequisites

- sequence is primarily based on empirical

study where the prerequisite is required beforelearning the next level.

b. Familiarity

- prior learning is important in sequence. What

is familiar should be taking up first before the

unfamiliar.


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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 canarouse curiosity and interest of learners.


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Continuity

- this process enables learners strengthen the

permanency of learning and development ofskills. 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.


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Integration

Everything is integrated andinterconnected. Life is a series of

emerging themes.

- organization is drawn from the

world themes from real life concerns.


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Articulation

Vertical Articulation

- the contents are arranged from level to level orgrade 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.


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Balance

- equitable assignment of content,

time, experiences and other elements

to establish balance is needed in

curriculum design.


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1. Who teaches?-- the Teacher

Good teachers bring a shining light

into the learning environment, and areneeded to sort out the knowledge from

the information but more important,

excellent teachers are needed to sort the

wisdom from the knowledge.


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2 . Who do the teachers teach?

-- the Learners

the learners are at the center stage in

the educative process. They are the mostfactors in the learning environment.

There is no teaching without them.

they come from different sectors of the

society.


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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.


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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.


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5. How much of the teaching was

learned?

-- Performance

These learning outcomes indicate theperformance 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.


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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 willhave 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.


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R EFERENCE

Bilbao, Purita,. et.al, (2008) CurriculumDevelopment,. LORIMAR Publishing Company


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curriculumdevelopment ppt