Crafting a Curriculum

8/9/2019 Crafting a Curriculum

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Curriculu

mdesigner

Curriculu

mimpleme

ntor

Curriculu

mevaluator


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Crafting a Curriculum

is like writing a lesson plan

it is like making something

withthe diferent components

and


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A CURRICULUM can beorganized :

HorizontallyVertically


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History

Geography

Civics

Culture

S

oc

ia

I

S

tu

die

s


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HorizontalOrganization

te direction ofte

curriculumelements is

side!ays


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Subject "cience

!igger topic

Livingtings#lants

Animals


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"erticalOrganization

te arrangementor

se$uence ofcurricular

elements follo! a


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"ub%ect&centered

designmodel


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focuses on tecontent of

tecurriculumcorresponds

mostly to te

te'tboo(


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Henry#orrison

$illiamHarris


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"ub%ect&centered

curriculum%&a

mples

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'(

Subject

design


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Subject

designIt is easy to deliver.Complementary books are

written and supportinstructional materials are

commercially available.

Teachers are familiar with

the format.


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)isadvantages


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learning is so

compartmentalized.

It stresses so much to the

content that it forgets

students natural tendencies,

interest and experience.


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!(

)iscipline

design


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)iscipline

designfocuses on academicdiscipines

refers to specificknowledge learned

through method which the

scholars use to study a

specific content of their

fields.


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%&am

ples

Student

in

istory


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%&am

ples

Student

in

!iology


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%&am

ples

Student

in"athematics


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C(

Correlatio

n design


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Correlation

designlinks separate sub#ectdesigns in order to reduce

fragmentationSub#ects are related to one

another but each sub#ect

maintains its identity.


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)(!road *eild

design +

interdisciplinar

y


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!road ,eld design

+ interdisciplinarywas made to prevent the

compartmentalization of

sub#ects and integrate the

contents that are related toeach other


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Learner )

centereddesign

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'(

Child -centered

design


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is anchored on theneeds and interests of

the child

individual who

engages with his $ herenvironment


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%ne learns by doing.

&earners actively

create, constructmeanings and

understanding


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&earning is a product

of the child'sinteraction with the

environment


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.ohn)ewey

/roebel

.ean.ac0ues

1ousseau


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!(%&perience

- centered

design


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believes that the

interest and needs oflearners cannot be

pre(planned.


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experiences of the

learners become thestarting point of the

curriculum


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&earners are made to

choose from variousactivities that the

teacher provides.


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learners are

empowered to shapetheir own learning


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In a school, different

learning centers are

found

children are free to

make options

time is flexible


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The emergence ofmultiple intelligence

theory blends well

with experience )centered design

curriculum.


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C(

Humanistic

design


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It stresses the whole

person and the

integration ofthinking, feeling and

doing.


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It considers the

cognitive, affective

and psychomotordomains.


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content cuts

across sub%ectboundaries

and must bebased on teneeds+concerns and


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#roblem)

centereddesign

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'(

2i*e 3situations

design


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emphases activitiesthat sustain life, enhance

life, aid in rearing

children, maintain theindividual's social and

political realtions and

enhance leisure, tasksand feelings.


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the connection of

sub#ect matter toreal situations


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!(

Core design


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focuses on the

common needs,problems, and

concerns of the

learners

Crafting a Curriculum

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