Curriculum Design

By Mr. Antonio T.
Delgado, BSE III General De Jesus College
Definition of Curriculum, revisited Curriculum Design, defined Types of Curriculum Design Elements of Curriculum Design Selection of Objectives Selection of Content Selection of Learning Experiences
The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup ( Garcia, 2007).
All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.
something's form and structure way something is made

(Microsoft Encarta 2009)
(Microsoft Encarta 2009)
Refers to the structure or the arrangement of the components or elements of a curriculum
may be broadly categorized into the following major groups: 1. Traditional or subject centered designs 2. Learner-centered designs 3. Problem-centered or societycentered designs
Are subject-centered The emphasis is on making the learners absorb as much knowledge as possible concerning a particular course or broad field Are easy to develop and to implement because highly-structured
Criticized because they do not make provisions for the differential needs and interests of learners Most popular not only in the Philippines but in most parts of the world
May be based on the anticipated needs and interest of the learners Usually built upon normal activities children engage in (i.e. playing, storytelling, drawing) Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing, storytelling)
The three Rs are integrated into the courseworks Criticized as neglecting the intellectual development of learners
Heavily loaded with societal concerns, problems and issues May be aimed at making the school, the teachers and the students agents of social change
What educational purposes should the school seek to attain? What educational experience can be provided that is likely to obtain the purpose? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained?
1.
2.
3. 4.
Aims and objectives Content and learning experiences Method and organization Evaluation
TECHNICAL-SCIENTIFIC
NON-SCIENTIFIC
Emphasis on wellformulated objectives
These objectives are the bases for selection and organization of content and evaluation procedure.
Does not usually proceed from predetermined objectives Interests, needs and concerns of learner are bases for selection and organization of content and evaluation of learning.
Based on desired outcomes of teaching-learning process: development of knowledge, skills, values, attitudes and habits
Philosophy provides basis for general theory of education and suggests its goals Aims are considered as orientations Goals are specific statements used as guidelines for achieving purposes Objectives may describe school-wide outcomes or specific behaviors
The major educational philosophies are: Perennialism Essentialism Humanism/Progressivism Reconceptualism Reconstructionism
Oldest and most traditional perennial means everlasting Education is viewed as the transmission of the unchanging knowledge of the universe Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.)
Protest against perennialist thinking Education is viewed as human development that starts from the needs and interest of learners. Focuses more on the child than the subject matter
Related to progressivism Learner-centered, relevant and humanistic education More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-learning process
Surfaced in opposition to progressivism Education is viewed as mastery of essential skills. Focus is on the three Rs, English, history and science.
Criticized progressivists overemphasis on child-centered learning Is society-centered Asserts that the creation of a better society is the ultimate purpose of education Focus is alleviating discrimination and poverty, school integration
Three Different Domains Cognitive Affective Psychomotor
LEVEL

BEHAVIORAL TERMS

Knowledge Comprehension
Application
Analysis Synthesis
Evaluation
define, describe, identify explain, paraphrase, infer solve, predict, operate differentiate, relate, select organize, create, develop appraise, criticize, judge
LEVEL

BEHAVIORAL TERMS

Receiving
Responding Valuing
Organization
Characterization
listen, watch, observe answer, assist, comply prefer, appreciate, justify adhere, defend, accept display, influence, practice
CATEGORY

THESE INCLUDE:

Reflex movements Fundamental movements Perceptual abilities Physical Abilities Skilled movements Non-discussive communication
Segmental /inter reflex Walk, run, jump, push Visual, auditory, tactile Endurance, strength Games, sports, dances Posture, gesture
IN FAVOR
AGAINST
Provide criteria for assessment Facilitate communication of intended outcomes Measurable outcomes
Behavioral change cannot be equated with learning Denies the student of freedom of choice Creativity and innovativeness can be overlooked
DepEd has come out in full support of behavioral objectives for classroom use.
Content can have different meanings: A list of subjects for a grade or year level A discipline (i.e. science, math) A specific subject (e.g. biology, physics)
Content has three components which are considered in selection of content: 1. Knowledge 2. Process/skill 3. Affective
Concepts regularities in objects of events designated by labels Ex: concept of water (liquid, colorless) Principles significant relationships between and among concepts Ex: Water boils at 100C
Theories contain a set of logically related principles that attempt to explain a phenomenon Ex: Theory of Relativity Laws theories that have wide applicability and have been continuously proven to hold true. Ex: Laws of Motion
Mental processes used in handling, dealing with or transforming information and concepts Physical/manipulative processes used for moving and handling objects
Attitudes have feeling and emotional tones Ex: openness, respect for others rights Values serve as basis for determining when attitudes and behaviors are appropriate and which are not. Ex: truth, honesty, justice
Relevance Content reflects the social, cultural and technological realities of the time Balance There is a balance between the two polar goals of education: what is constant and what is changing. There should also be balance between the three domains of learning.
Validity refers to accuracy or inaccuracy of the content. Content should also coincide with the expressed aims of the curriculum. Learnability Content should be selected in consideration with the learners level of development.
Feasibility This criterion considers: resources (human, physical and financial) time allotment school calendar enabling legislation public support
Instructional component of the curriculum providing for the interaction between teacher, student and content These include: Teaching methods Learning activities
Appropriateness Learning experiences should be suitable to content, objectives, domain, and learners level of development. Feasibility feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations
Variety Different activities and methods are required by different disciplines and domains. Optimal Value Learning experiences should encourage learners to continue learning on their own.
Learning outcomes
subject-centered learner centered social-centered
Skills
cognitive psychomotor
Experiences
Experiences scope sequence
Content
Concepts
concrete abstract
Experiences
Values and Attitudes
Curriculum Development: The Philippine Experience. Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.
Reyes, Flordeliza C. (2000).

Salle University Press.
Engineering the Curriculum. De La

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What are the three major types of curriculum design?

What are the characteristics of a traditional or subject-centered design?

By Mr. Antonio T.

Delgado, BSE III General De Jesus College

something's form and structure way something is made

Refers to the structure or the arrangement of the components or elements of a curriculum

Emphasis on wellformulated objectives

Three Different Domains Cognitive Affective Psychomotor

Experiences scope sequence

Values and Attitudes

Reyes, Flordeliza C. (2000).

Engineering the Curriculum. De La

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