CURRICULUM DESIGNBy Mr. Antonio T. Delgado, BSE III

General De Jesus College

Definition of Curriculum, revisited Curriculum Design, defined Types of Curriculum Design Elements of Curriculum Design Selection of Objectives Selection of Content Selection of Learning Experiences

FLOW OF PRESENTATION

The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup ( Garcia, 2007).

Definition of Curriculum

All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.

In other words…

something's form and structure(Microsoft® Encarta® 2009)

way something is made (Microsoft® Encarta® 2009)

Design

Refers to the structure or the arrangement of the components or elements of a curriculum

CURRICULUM DESIGN

may be broadly categorized into the following major groups:

1. Traditional or subject centered designs

2. Learner-centered designs3. Problem-centered or society-

centered designs

TYPES OF CURRICULUM DESIGN

Are subject-centered The emphasis is on making the learners absorb as much knowledge as possible concerning a particular course or broad field

Are easy to develop and to implement because highly-structured

Traditional Designs

Criticized because they do not make provisions for the differential needs and interests of learners

Most popular not only in the Philippines but in most parts of the world

Traditional Designs

May be based on the anticipated needs and interest of the learners

Usually built upon normal activities children engage in (i.e. playing, storytelling, drawing)

Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing, storytelling)

Learner-centered Designs

The three R’s are integrated into the courseworks

Criticized as neglecting the intellectual development of learners

Learner-centered Designs

Heavily loaded with societal concerns, problems and issues

May be aimed at making the school, the teachers and the students agents of social change

Society-Centered Designs

What educational purposes should the school seek to attain?

What educational experience can be provided that is likely to obtain the purpose?

How can these educational experiences be effectively organized?

How can we determine whether these purposes are being attained?

4 Basic Questions (Tyler, 1950)

1. Aims and objectives2. Content and learning experiences3. Method and organization4. Evaluation

Elements of Curriculum Design

Aims and Objectives

Method and Organization

Evaluation

Content and

Learning Experienc

es

TECHNICAL-SCIENTIFIC NON-SCIENTIFIC

Emphasis on well-formulated objectives

These objectives are the bases for selection and organization of content and evaluation procedure.

Does not usually proceed from predetermined objectives

Interests, needs and concerns of learner are bases for selection and organization of content and evaluation of learning.

Based on desired outcomes of teaching-learning process:development of knowledge, skills, values, attitudes and habits

Selection of Objectives

Philosophy – provides basis for general theory of education and suggests its goals

Aims – are considered as “orientations”

Goals – are specific statements used as guidelines for achieving purposes

Objectives – may describe school-wide outcomes or specific behaviors

Role of Philosophy in Determining Objectives

Progressive Deductive Mode

Philosophy

Aims

Goals

Objectives

The major educational philosophies are:

Perennialism Essentialism Humanism/Progressivism Reconceptualism Reconstructionism

Educational Philosophy

Oldest and most traditional “perennial” means everlasting Education is viewed as the transmission of the unchanging knowledge of the universe

Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.)

Perennialism

Protest against perennialist thinking Education is viewed as human development that starts from the needs and interest of learners.

Focuses more on the child than the subject matter

Humanism/Progressivism

Related to progressivism Learner-centered, relevant and humanistic education

More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-learning process

Reconceptualism

Surfaced in opposition to progressivism

Education is viewed as mastery of essential skills.

Focus is on the three R’s, English, history and science.

Essentialism

Criticized progressivists’ over-emphasis on child-centered learning

Is society-centered Asserts that the creation of a better society is the ultimate purpose of education

Focus is alleviating discrimination and poverty, school integration

Reconstructionism

Three Different Domains Cognitive Affective Psychomotor

Taxonomy of Objectives

Cognitive Domain

LEVEL BEHAVIORAL TERMS

Knowledge Comprehension Application Analysis Synthesis Evaluation

define, describe, identify explain, paraphrase, infer solve, predict, operate differentiate, relate,

select organize, create, develop appraise, criticize, judge

Affective Domain

LEVEL BEHAVIORAL TERMS

Receiving Responding Valuing Organization Characterizatio

n

listen, watch, observe answer, assist, comply prefer, appreciate, justify adhere, defend, accept display, influence,

practice

Psychomotor Domain

CATEGORY THESE INCLUDE:

Reflex movements Fundamental

movements Perceptual abilities Physical Abilities Skilled

movements Non-discussive

communication

Segmental /inter reflex Walk, run, jump, push

Visual, auditory, tactile Endurance, strength Games, sports, dances Posture, gesture

Debate on Behavioral Objectives

IN FAVOR AGAINST

Provide criteria for assessment

Facilitate communication of intended outcomes

Measurable outcomes

Behavioral change cannot be equated with learning

Denies the student of freedom of choice

Creativity and innovativeness can be overlooked

DepEd has come out in full support of behavioral objectives for classroom use.

The DepEd Stand

Content can have different meanings: A list of subjects for a grade or year level

A discipline (i.e. science, math) A specific subject (e.g. biology, physics)

CONTENT

Content has three components which are considered in selection of content:

1. Knowledge2. Process/skill3. Affective

CONTENT

Concepts – regularities in objects of events designated by labelsEx: concept of water (liquid, colorless)

Principles – significant relationships between and among conceptsEx: Water boils at 100˚C

Knowledge Component

Theories – contain a set of logically related principles that attempt to explain a phenomenonEx: Theory of Relativity

Laws – theories that have wide applicability and have been continuously proven to hold true.Ex: Laws of Motion

Knowledge Component

Mental processes – used in handling, dealing with or transforming information and concepts

Physical/manipulative processes – used for moving and handling objects

Process/skill Component

Attitudes– have feeling and emotional tonesEx: openness, respect for others’

rightsValues – serve as basis for determining when attitudes and behaviors are appropriate and which are not.Ex: truth, honesty, justice

Affective Component

Relevance – Content reflects the social, cultural and technological realities of the time

Balance – There is a balance between the two polar goals of education: what is constant and what is changing.

There should also be balance between the three domains of learning.

Criteria for Selection of Content

Validity – refers to accuracy or inaccuracy of the content.

Content should also coincide with the expressed aims of the curriculum.

Learnability – Content should be selected in consideration with the learners’ level of development.

Criteria for Selection of Content

Feasibility – This criterion considers:• resources (human, physical and financial)

• time allotment• school calendar• enabling legislation• public support

Criteria for Selection of Content

Instructional component of the curriculum providing for the interaction between teacher, student and content

These include:Teaching methodsLearning activities

LEARNING EXPERIENCES

Appropriateness – Learning experiences should be suitable to content, objectives, domain, and learners’ level of development.

Feasibility – feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations

Criteria for Selection of Learning Experiences

Variety – Different activities and methods are required by different disciplines and domains.

Optimal Value – Learning experiences should encourage learners to continue learning on their own.

Criteria for selection of learning experiences

Learning outcomes

• subject-centered• learner centered • social-centered

Skills•cognitive•psychomotor

Concepts• concrete• abstract

Content• scope• sequence

Values and Attitudes

The Curriculum Structure

Experiences

Experiences

Experiences

Curriculum Development: The Philippine Experience.

Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.

Reyes, Flordeliza C. (2000). Engineering the Curriculum. De La Salle University Press.

Bibliography