Chapter 8- Curriculum Design

Design

the arrangement of the elements of a curriculum into a substantive entity

Elements of Curriculum Design

Aims, Goals, and Objectives Subject Matter Learning Experiences Evaluation Approaches

Sources for Curriculum Design

Science Society Eternal and Divine Sources Knowledge Learner

Science as a Source

Scientific method provides meaning for the curriculum design

Designs that stress learning how to learn or “thinking” curricula emphasize scientific procedures

Coincides with the scientific and rational world of Western culture

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 social situation

Curriculum design can only be completely understood if it is contextualized socially, economically, and politically

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

Knowledge as a Source

Disciplined Knowledge• has a particular method or methods by

which scholars extend its boundaries Undisciplined Knowledge

• does not have unique content, but has content that is clustered according to the focus of the investigation

The Learner as a Source

Curriculum should be derived from what we know about the learner---how he learns. Forms attitudes, generates interests, and develops values

Conceptual Framework

Horizontal organization• scope and integration

• side by side arrangement of curriculum elements

• sequence and continuity• longitudinal placement of curriculum

elements

Design Dimension Considerations

Scope Sequence Continuity Integration Articulation Balance

Scope

breath and depth of curriculum content

Sequence

vertical relationship among curricular areas

the occurrence and reoccurrence of content and experiences so that students will have opportunities to connect and enrich their understanding of the curriculum presented or experienced

Continuity

vertical manipulation or repetition of curriculum components

Integration

linking of all types of knowledge and experiences contained within the curriculum plan

enables the individual to comprehend knowledge as unified

Articulation

Vertical Articulation• depicts the relationships of certain aspects

in the curriculum sequence to lessons, topics, or courses appearing later in the program’s sequence

Horizontal Articulation• refers to the association between or among

elements occurring simultaneously

Balance

giving appropriate weight to each aspect of the design so that distortions do not occur

Representative Curriculum Designs

Subject-Centered Designs Learner-Centered Designs Problem-Centered Designs

Subject-Centered Designs

Subject Design Discipline Design Broad Fields Design Correlation Design Process Design

Subject Design

Based on the belief that what makes humans unique and distinctive is their intellect and the searching for and attainment of knowledge are the natural fulfillment of that intellect

Curriculum is organized according to how essential knowledge has been developed in the various subject areas

Subject Design-Strengths & Weaknesses

Emphasis on verbal activities

Introduces students to the essential knowledge of society

Easy to deliver Traditional

Prevents individualization Disempowers students Fails to foster social,

psychological, and physical development

Compartmentalizes learning

Neglects students’ needs, interests, experiences

Fosters passivity

Discipline Design

Based on the inherent organization of content

The manner in which content is learned is suggested by the methods scholars employ to study the content of their fields.

Discipline Design-Strengths & Weaknesses

Students attain mastery of content and independent learning

Subjects to be taught to any child at any stage of development

Ignores information that cannot be classified as disciplined knowledge

Addresses only the interests of the college bound

Students must adapt to the curriculum

Broad Fields Design (Interdisciplinary)

Attempts to integrate content that appears to fit together logically

Allows students to discern relationships among the various aspects of the curriculum content, as well as wholeness of meaning

Students are invited to participate through the construction of meaning in grasping the meaning or meanings of the whole

Broad Fields- Strengths & Weaknesses

Allows students to discern relationships among various aspects of curriculum content

Students participate in the construction of meaning

Issue of breadth vs depth

Correlation Design

Allows for some linkage of separate subjects in order to reduce fragmentation of the curricular content

Correlation- Strengths & Weaknesses

Allows linkage of some subjects to reduce fragmentation

Requires alternative forms of scheduling

Requires teachers to plan differently (cooperatively)

Process Design

Gives attention to the procedures and processes by which individuals advance knowledge, either in specific disciplines or in general

Emphasizes those procedures and dispositions to act that enable students to analyze their realities and create frameworks by which the knowledge derived can be arranged

Process- Strengths & Weaknesses

Teaches how to learn and think critically

Lacks emphasis on content

Learner-Centered Designs

Child Centered Designs Experience-Centered Designs Romantic (Radical) Designs Humanistic Designs

Child Centered Designs

Students must be active in their environments if we are to optimize learning

Curriculum should be based on students’ lives, needs, and interests

Child-Centered Strengths & Weaknesses

Empowers students through ownership of knowledge

Allows for constructivist learning

Content not specific

Experience Centered Designs

Everything has to be done “on the spot”---we cannot anticipate the interests and needs of children

Experience Centered Strengths & Weaknesses

Based on natural experiences of children

Not specific

Romantic (Radical) Designs

Emancipation is the goal of education Individuals should gain those awarenesses,

competencies, and attitudes to enable them to take control of their lives

Learning results from the interaction among people; by challenging content and permitting different views about the content, as well as from critiquing the purposes of the information presented

Romantic Strengths & Weaknesses

Emancipates the learner

Threatens status quo

Humanistic Designs

The focus of attention should be on the subject nature of human existence; there is a relationship between learning and feeling

Empowering individuals Stress the development of positive self-

concept and interpersonal skills

Humanistic Strengths &Weaknesses

Promotes self esteem Empowers individuals

Inadequate consideration of methods in light of consequences for learners

Inconsistent emphasis on uniqueness of individuals and activities that all students experience

Too much emphasis on the needs of the individual over the overall society

Does not integrate what is known about human learning and development

Problem-Centered Designs

Life-Situations Design Core Design Social problems and

Reconstructionist Designs

Persistent life situations are crucial to a society’s successful functioning; it makes sense to organize a curriculum around them

Students will see direct relevance to what they are studying if the content is organized around aspects of community life

By having students study social or life situations, they not only study ways to improve society but become directly involved in that improvement

Life Situation Design

Life Situations Strengths & Weaknesses

Presents subject matter in an integrated manner

Encourages students to learn and apply problem solving procedures

Relevant

How to determine scope and sequence of essential areas of learning

Does not expose student adequately to their cultural heritage

Nontraditional

Centers on general education and is based on problems arising out of common human activities

Core Design

Core Strengths & Weaknesses

Unifies content Provides relevant

subject matter Encourages active

processing of information

Fosters democratic processes in the classroom

Nontraditional Ignores the

fundamentals Materials are hard

to find Requires an

exceptional teacher

Social Problems and Reconstructionist Design

Curriculum should address contemporary social problems and social action projects aimed at reconstructing society

Educators will effect social change and create a more just society

Strengths & Weaknesses