my report curriculum designing

8/11/2019 My Report Curriculum Designing

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Curriculum Designing


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Curriculum Designing

the arrangement of the elements of a

curriculum into a substantive entity

The activities involved in organizing,

clustering, sequencing and otherwise

structuring the elements of instruction

(objectives, lessons, evaluations, etc.) intoan orderly flow of learning experiences to

facilitate student performance.


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Basic components of Curriculum Design

Curriculum Design is concerned with 4 basic parts

1. Objectives

What Should be done?

2. Content

What Subject Matter should be included? 3. Learning Experiences

What instructional strategies, resources, &

activities should be employed? 4. Evaluation

What methods & instruments should be

used to judge the results of the curriculum?


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Science as a SourceContains only observable, quantifiableelements

Priority: Problem solving & Thinkingstrategies

Emphasis: Learning How to learn

Why?: Knowledge increase so rapidly, theonly constant seems to be the proceduresby which we process knowledge. Thus,Learning How to Learn.


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Society as a Source

School is an agent of society, thus the

school should draw its ideas for the

curriculum from the analysis of the socialsituation

Curriculum design can only be

completely understood if it iscontextualized socially, economically,

and politically


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Eternal and Divine Sources

Draw on the past for guidance as to what

is appropriate content

Related to eternal truth revealed through

such sources as the Bible or other religious

documents


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Considering the relationship between

Knowledge & Peoples Spirituality.

Guided by Religious Texts

Priority: Questions about the nature of the

world, the purpose of life, what it means to be

human & knowledgeable

Emphasis: Develop empathy & compassion,

consider & promote welfare of others,

welcome different viewpoints

Why?: Allow for a blending of truth, faith,

knowledge, ethics, thought, and action.


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Knowledge as a SourceThe Primarysource of curriculum

What knowledge is of most worth?

Priority: Rethink:-

What knowledge is of most worth?

For whom is this knowledge of value?Is there any knowledge that must be

possessed by the majority?

What intellectual skills must be taught?Challenges: Knowledge is exploding

exponentially

Why?: Knowledge should be a discipline,

have a particular structure & methods


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The Learner as a Source

Curriculum should be derived from what

we know about the learner---how helearns. Forms attitudes, generates

interests, and develops values


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THE LEARNER as a sourceCurriculum derived from Our knowledge of

Students.How: They learn, form attitudes, generate interest,

develop values

Priority: Seeks to empower Students & foster theirindividual uniqueness.

Emphasis: Draw ideas from psychologicalfoundations, especially how minds create meaning

Why?: Every learner is unique, educationalenvironment physically affect brain development.


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Elements of Design

Balance

Articulation

Scope Integration

Sequence

Continuity


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Balances

giving appropriate weight to each

aspect of the design so that distortions do

not occur

Content curriculum should be fairly

distributed in depth and breadth of the

particular learning or discipline. This will

ensure that the level or area will not beovercrowded or less crowded.


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Articulation

Each level of subject matter should be

smoothly connected to the next, glaring

gaps or wasteful overlaps in the subject

matter will be avoided.


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Scope

breath and depth of curriculum content

Content, topics, and learning experiences

what knowledge is of most worth?

-(Herbert Spencer)


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Integration

linking of all types of knowledge andexperiences contained within the curriculumplan.

The horizontal connections are needed insubject areas that are similar so that learningwill be related to one another.

enables the individual to comprehendknowledge as unified


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Continuity

vertical manipulation or repetition of

curriculum components

Learning requires a continuingapplication of the new knowledge, skills,

attitudes or values so that theses will be

used in daily living. The constant

repetition, review and reinforcement oflearning


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Sequence

This is the logical arrangement of the

subject matter. It refers to the deepening

and broadening of content as it is taken upin the higher level.


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Steps in Designing


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SELECTION OF OBJECTIVES

Educational objectives become thecriteria for selecting materials, content

outlined, instructional methods

developed, and tests prepared.

The selection of objectives under a

technical-scientific orientation is based

on the desired outcomes of the teaching-learning process: development of

knowledge, skills, values, attitudes and

habits.


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SELECTION OF CONTENT

it must be relevant and significant.

It must reflect social, cultural andtechnological realities of the times


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SELECTION OF LEARNING

EXPERIENCE

This stage is concerned with the

identification of relevant learningexperiences that will enable the learner

to understand and appreciate the

content.


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5 General Principles in selecting Learning Experience (Tyler,1949)

1. Learning experience must give students the

opportunity to practice the desired behavior.

2. Learning experience must give the studentssatisfaction.

3. Learning experience must fit the studentsneeds and abilities.

4. Learning experience should accomplish severallearning outcomes.

5. Multiple learning experiences can achieve thesame objective.


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Grade placement

Students are placed in a grade level afterdue consideration of their chronologicial

age, previous school experience,

achievement level, and emotional and

physical maturity, with considerationgiven to curriculum, standards and

expectations.

Students who have not completed a full

year of a given grade by the start of the

school year will be enrolled in the same

grade level


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Factors to consider in determining

time allotment

1. CHILDS ABILITY

Learner is willing to engage actively

in learning.

Time allotment must agree with the

childs readiness for the learning material/

experience.


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time allotment

2. QUALITY OF INSTRUCTION

Address the learners needs and interest

Determine the time amount to be spent

on each subject


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time allotment

3. GRADE LEVEL

Increasing attention-span of the learnersupon their maturity, age, and development.


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time allotment

4. NUMBER OF SCHOOL DAYS IN A YEAR

Determine the total available time.

Consider the public holidays, and special

school occasions.

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