curriculim design

Curriculum Design/ Organization

• Arrangement of elements of a curriculum into a substantive entity.

• Substance and organization of goals and culture content so arranged to reveal

potential progression through levels of schooling

Elements/Components of Curriculum Design

Subject Matter

Learning Experiences

Evaluation Approaches

Objectives/Goals

Subject Matter Method

and Organizati

onEvaluation

Objectives/Goals

From H. H. Giles

Sources for Curriculum Design


Ronald Doll describes foursources of ideas that undergird curriculum design.


SCIENCE

Society

Eternal and Divine

Knowledge

Sources for

Curriculum Design

SCIENCE

• Scientific method provides meaning forthe curriculum design.

• Select and arrange in the curriculum those elements of reality that can be observed and quantified.

Sources for

Curriculum Design

Society

• 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

Sources for

Curriculum Design

Eternal and Divine

• Draw on the past for guidance as to what is appropriate content. Reflects deeply to the work

or eternal truths advanced by great persons.

• Related to eternal truth revealed through such sources as the Bible or other religious documents

Sources for

Curriculum Design

Knowledge

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

Sources for

Curriculum Design

Learner

• Curriculum should be derived from what we know about the learner---how he/she learns and forms attitudes, generates interests, and develops values

CONCEPTUAL FRAMEWORK


HORIZONTAL ORGANIZATION

VERTICAL ORGANIZATION


HORIZONTAL ORGANIZATIO

N• scope and

integration

side by side arrangement of curriculum elements


VERTICAL ORGANIZATIO

N• sequence and

continuitylongitudinal placement of curriculum elements• It corresponds to

Bruners’ “spiral curriculum”

DESIGN DIMENSIONCONSIDERATIONS


Balance

Scope

Sequence

Continuity

Integration

Articulation

DESIGN DIMENSIONCONSIDERATIONS SCOPE

• breath and depth of curriculum content

• The range or extent of "content" (whether information to be learned, skills to be acquired etc.) that will be included in a course or program. It must be sufficient to lead learners to achieve the program or course outcomes. However, there is a constant tension between breadth and depth when considering scope. In general, when deep learning is required, "lean" is best.

DESIGN DIMENSIONCONSIDERATIONS INTEGRATION

• It refers to the horizontal relationship among major curriculum components at any given point in time (also known as horizontal organization).

• Integration fosters reinforcement of key learning and interrelating content with learning experiences to other subjects.

DESIGN DIMENSIONCONSIDERATIONS SEQUENCE

• It is the vertical relationship among curricular areas by ordering learning experiences so that learners build on previous experiences and move to broader, deeper or more complex understandings and applications.

• Common ways of sequencing content within courses include simple to complex, wholes to parts (or part to wholes), prerequisite abilities, and chronological.

DESIGN DIMENSIONCONSIDERATIONS CONTINUITY

• It refers to the vertical manipulation or repetition of curriculum components such as ideas or skills which are important in the learning process.


ARTICULATION AND BALANCE

Articulation refers to the interrelatedness of various aspects of the curriculum. Balance gives appropriate weight to each aspect of the design so that distortions do not occur.

REFERENCES:

Hunkins, F. P. & Ornstein, A. C. Curriculum: Foundations, Principles, and Issues (United States, 1988), pp. 165-188.

curriculim design

Education