CURRICULUM DESIGN

pg 151-175
COMPONENTS OF DESIGN
In designing a curriculum, we should consider
philosophical and learning theories to
determine if our design decisions are in
consonance with our basic beliefs concerning
people, what and how they should learn, and
how they should use their acquired
knowledge.
4 basic components of curriculum design:
- objectives
- content
- learning experiences
- evaluation
Curriculum design draws from curriculum,
knowledge, social, political and learning
theory.
SOURCES OF CURRICULUM DESIGN
Curriculum designers must clarify their
philosophical, social and political views of
society and the individual learner views
commonly called curriculums sources.
SCIENCE AS A SOURCE
This design contains only observable and
quantifiable elements.
Problem solving is prioritized.
The design emphasizes learning how to learn.
SOCIETY AS A SOURCE
Designers believe that school is an agent of
society and should draw its curriculum ideas
from analysis of social situation.
School members must be mindful of the other
two base ideas: academics and development.
Designers must consider current and future
society at local, national and global levels.
MORAL DOCTRINE AS A SOURCE
Designers stress more on the religious and
spiritual content.
KNOWLEDGE AS A SOURCE
Designers realize that knowledge may be
discipline, having particular structure and
particular methods by which scholar extends
its boundaries.
LEARNER AS A SOURCE
Some believe that curriculum should derive
from our knowledge of students: how they
learn, form attitudes, generate interest and
develop values.
Progressive curricularists and humanistic
educators said that learner should be the
primary source of curriculum design.
CONCEPTUAL FRAMEWORK: HORIZONTAL
AND VERTICAL ORGNIZATION
Horizontal organization blends curriculum
elements- for example by combining history,
anthropology and sociology content to create
a contemporary studies course or combining
math and science content.
Vertical organization refers to the sequencing
of curriculum elements. Placing the family in
first grade social studies and the community
in second grade social studies.
DESIGN DIMENSION CONSIDERATION
Curriculum design addresses relationships
among curriculum components.
It should achieve
- scope
- sequence
- continuity
- integration
- balance
SCOPE
Includes all the types of educational
experiences created to engages students in
learning.
Includes both cognitive and affective learning
and some might add spiritual learning.
A curriculums full scope can extend over a
year or more.
Monthly and weekly scope is organized in
units.
SEQUENCE
Curriculum that fosters cumulative and
continuous learning.
1. Simple to complex learning
2. Prerequisite learning (assumption that bits
of information must be grasped before
other bits can be comprehended).
3. Whole to part learning
4. Chronological learning (history subject).
CONTINUITY
Vertical repetition of curriculum components.
Over time the same kinds of skills will be
brought into continuing operation.
Ensures that students revisit crucial concepts
and skills.
INTEGRATION
Linking all types of knowledge and
experiences contained within the curriculum
plan.
Horizontal relationships among topics and
themes from all knowledge domain.
ARTICULATION
Vertical and horizontal interrelatedness of
various aspects of the curriculum.
Vertical articulation refers to the sequencing
of content from one grade level to another.
Horizontal articulation refers to the
association among simultaneous elements,
develop relationship between eight grade
social studies and eight grade english.

BALANCE
Students can acquire and use knowledge in
ways that advance their personal, social and
intellectual goals.
REPRESENTATIVE CURRICULUM DESIGN
Subject centered design
Learner centered design
Problem centered design

SUBJECT-CENTERED DESIGN

Subject design : the curriculum organized
according to how essential knowledge has
developed in various subject areas.
Discipline design : specify its focus on the
academic discipline, foster student thinkers
who can utilize information to generate
knowledge and understandings.
Broad field design : giving students a
sweeping understanding of all content areas.
Correlation design : attempts to identify ways
in which subjects can be related, yet maintain
their separated identities.
Process design : teaching for intelligence and
on the development of intellectual character.
LEARNER-CENTERED DESIGNS
Child- centered design: students must be
active in their learning environments and
learning should not be separated from
students live.
Experienced-centered design: emphasize the
learners interest, creativity and self-direction.
Romantic (radical) design: Students must
accept responsibility for educating themselves
and demand freedom.

Humanistic design: emphasized that human
action was much more than a response to a
stimulus, that meaning was more important
than methods, that the focus of attention
should be on the subjective rather than
objective nature of human existence, and
there is a relationship between learning and
feeling.
PROBLEM-CENTERED DESIGN
Life- situation design: focus on problem
solving procedures.
Reconstructionist design: promote societys
social, political and economic development.
THE SHADOW WITHIN CURRICULA
Operational curriculum: emerges as a result of
the teachers selecting particular aspects of the
planned curriculum.
Hidden curriculum: arises from the interaction
among students and between students and
teachers.
Null curriculum: refers to curriculum content,
values and experience that are omitted by the
teacher but recognized as being ignored by
students, community or both.