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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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Factors to consider in determining
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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Factors to consider in determining
time allotment
3. GRADE LEVEL
Increasing attention-span of the learnersupon their maturity, age, and development.
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Factors to consider in determining
time allotment
4. NUMBER OF SCHOOL DAYS IN A YEAR
Determine the total available time.
Consider the public holidays, and special
school occasions.