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Crafting
theCurriculumDimensions andPrinciples ofCurriculum Design
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Dimensions of
Curriculum Design
Scope
Cognitive
the coverage
of thecurriculum
Affective Psychomotor
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Dimensions of Curriculum Design
Scope
Ralph W. Tyler
Scope is all the
CONTENT, TOPICS,LEARNINGEXPERIENCES, andORGANIZINGTHREADScomprising theeducational plan
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Scope provides boundaries in
curriculum as it applies todifferent educational levels.S
cope
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Scope
Considerations in determining the scope
time
Diversityand
maturity oflearners
Complexity ofcontent
Level ofeducation
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scopecan be divided into CHUNKS (units, sub-
units,chapters, sub-chapters) which areguided by the general curriculum objectivesor goals.
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Deductive teaching is a more
traditional form of teaching. Indeductive teaching you typicallyprovide information (lecture),
share specific examples of theconcept or skill being taught,then, allow students to practicethe skill being taught. This is a
more teacher-centered model ofteaching that is rule driven. Someof the positives of this method
are that it is time saving and gets
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Inductive teaching is a
constructivist model of teachingthat is more student-centered. Ininductive teaching first provide
examples, then have studentspractice and figure out the rulethemselves. This method ofteaching is more experiential and
based on a guided discoverylearning philosophy.
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Dimensions ofCurriculum Design
vertical relationship
between the elementsof the curriculum
sequence
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principles for sequence
Simple to complexlearning
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principles for sequence
PrerequisiteLearning
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Whole toPart
Learning
principles for sequence
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principles for sequence
Chronological Learning
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1. World Related sequence
major principles for organizing contents
SpaceTimePhysical Attributes
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2. Concept related sequence
major principles for organizing contents
Class relationsPropositional relations
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3.Inquiry related
sequence
major principles for organizing contents
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4. Learning - relatedsequence
major principles for organizing contents
Empirical prerequisitesFamiliarityDifficultyInterest
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Dimensions ofCurriculum Design
verticalrepetition
andrecurringappearancesof the
content
Continuity
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Dimensions ofCurriculum Design
Everythingis integrated
andinterconnected. Life is aseries ofemer in
Integration
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ArticulationVertical articulation contents
in the lower level is connectedto the next level.
Horizontal articulation
association is betweenelements that happen at thesame time.
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Dimensions ofCurriculum Design
Equitableassignment
of content,time,experiencesand otherelements
Balance
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Guidelines inCurriculum Design
Curriculum
designcommitteeshould involve
teachers,parents,administratorsand even
students.
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Guidelines inCurriculum Design
Schools vision,
mission, goalsand objectivesshould bereviewed andused as abases forcurriculum
design.
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Guidelines inCurriculum Design
The needs and interest of thelearners, in particular and thesociety, in general should be
considered
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Guidelines inCurriculum Design
Alternative curriculum design
should consider advantagesand disadvantages in terms of
cost scheduling
class sizefacilities
personnel
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Guidelines inCurriculum Design
The curriculum design should
take into account cognitive,affective,
psychomotorskills, concepts and
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Howard Bong M. Abao