design the curriculum

8/10/2019 design the curriculum

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Crafting the Curriculum

Presented by:

Clarisse GuarinKrissia Oredo


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Crafting a curriculum follows some

designs. Curriculum designs provideclear relationships between and amongthe different elements of thecurriculum: objectives, contents,activities, and evaluation. Consideringall of these elements, as a curriculumdesigner, one has to look into theparameters or dimensions upon which adesign can be crafted.


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Dimensions of Curriculum

DesignsScope Sequence

Continuity Integration Articulation

Balance


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ScopeAccording to Tyler in Ornstein (2004),

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

threads comprising the educational plan.Scope does not only refer to thecognitive content, but also the affectiveand psychomotor content.

The scope of the curriculum can bedivided into chunks called units, sub-units,chapters, or sub-chapters.


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SequenceContents and experiences are arrangedin hierarchical manner, where the basiscan either be logic of the subjectmatter or on the developmentalpatterns of growth of the cognitive,affective, and psychomotor domains.


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Smith, Stanley, and Shore (1957)

introduced four principles forsequence.1. Simple to complex learning

2. Prerequisite learning3. Whole to part learning4. Chronological learning


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Posner and Rudnitsky (1994) presented

five major principles for organizingcontent in units, which can also beapplied to curriculum.

1. World-related sequencea. Spaceb. Timec. Physical attributes


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2. Concept-related sequence

a. Class relationsb. Propositional relations

3. Inquiry-related sequence4. Learning-related sequencea. Empirical prerequisites

b. Familiarityc. Difficultyd. Interest


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ContinuityVertical repetition and recurring

appearances of the content provide continuityin the curriculum. This process enables thelearner to strengthen the permanency oflearning and development of skills.

Gerome Bruner calls this spiralcurriculum For learners to develop the ideas,these have to be developed and redeveloped ina spiral fashion in increasing depth andbreadth as the learners advance.


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IntegrationEverything is integrated and

interconnected. Life is a series ofemerging themes. This is the essenceof integration in the curriculum design.Organization is drawn from the worldthemes from real life concerns.

Subject matter content ordisciplined content lines are erased andisolation is eliminated.


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ArticulationCan be done either vertically or

horizontally. In vertical articulation,contents are arranged from level tolevel or grade to grade so that thecontent in a lower level is connected tothe next level. Horizontal articulation happens at the same time like socialstudies in grade six is related to sciencein grade six.


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BalanceEquitable assignment of content,

time, experiences and other elements toestablish balance is needed incurriculum design. Too much or too littleof these elements maybe disastrous tothe curriculum. Keeping the curriculumin balance requires continuous finetuning and review for its effectivenessand relevance.


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Guidelines in Curriculum Design

Pointers Curriculum design committee should

involve teachers, parents, administratorsand even students.

Schools vision, mission, goals andobjectives should be reviewed and usedas a bases for curriculum design.

The needs and the interests of thelearners, in particular, and the society, ingeneral, should be considered.


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Alternative curriculum design should

consider advantages anddisadvantages in terms of cost,scheduling, class size, facilities andpersona; required.

The curriculum design should take intoaccount cognitive, affective,psychomotor, concepts and outcomes.

design the curriculum

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