principles and dimensions of curriculum design · curriculum rationale (tyler) what educational...
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![Page 1: Principles and Dimensions of Curriculum Design · CURRICULUM RATIONALE (Tyler) What educational experiences can be provided that will likely attain these purposes? How can these educational](https://reader030.vdocuments.us/reader030/viewer/2022013114/5e07c55a9b366a6a637cabbf/html5/thumbnails/1.jpg)
Principles and Dimensions of
Curriculum DesignCollado|Dave|Esleta|Flores|Gano|Ruben
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Principles Of Curriculum Design
and InstructionRalph W. Tyler
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CURRICULUM
RATIONALE
(Tyler)
What educational
experiences can
be provided that
will likely attain
these purposes?
How can these
educational
experiences be
effectively
organized?
What educational
purposes should
the school seek
to attain?
How can we
determine
whether the
purposes are
being attained?
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S T A T I N G
O B J E C T I V E S
S E L E C T I N G
L E A R N I N G
E X P E R I E N C E S
E V A L U A T I N G T H E
C U R R I C U L U M
O R G A N I Z I N G
L E A R N I N G
E X P E R I E N C E S
F E E D B A C K
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The nature
of the
learner
Values and
aims of
society
Knowledge
of subject
matter
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Dimensions Of Curriculum Design
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SCOPE SEQUENCE
INTEGRATION ARTICULATION
CONTINUITY
BALANCE
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S C O P E
• Content, Topics, Learning Experiences and Organizing threads (Tyler).
• Must comprise all domains of learning- COGNITIVE, AFFECTIVE, PSYCHOMOTOR
• BREADTH and DEPTH of the Curriculum
• {Units, Sub-units, Chapters, Sub-chapters, Grading…}
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• To provide continuous and cumulative learning.
• Arrangement in a hierarchical manner.
• Some schools formulate their curriculum (contents and
experiences) by grade levels and consider the stages of thinking.
S E Q U E N C E
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SIMPLE
TO
COMPLEX
WHOLE-
PART
LEARNING
CHRONOLOGICAL
LEARNING
PREREQUISITE
LEARNING
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• Permanency of learning and development of skills.
• SPIRAL CURRICULUM (Gerard Bruner)- organization of content according to
the “interrelationship between the structure/ pattern of a basic idea of
major disciplines.”
C O N T I N U I T Y
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• Merging of themes or values.
• Example: Rhythm (music) and counting of beats (mathematics)
• Example: Laws for People with Special Needs (AP) and embracing diversity
(Values)
I N T E G R AT I O N
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A R T I C U L AT I O N
VERTICALHIERARCHICAL:
“relationship of
aspects in the
curriculum
sequence to
lessons, topics, or
courses
appearing LATER
in the program.”
HORIZONTALAssociation between and among
elements occurring
SIMULTANEOUSLY
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• Equity in the assignment and distribution of content, time, experiences and
other elements.
• Continuous fine tuning and review for its effectiveness and relevance.
B A L A N C E