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    Methodological Dimension of Curriculum Development

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    Da Lhene
    Curriculum development involves both horizontal and vertical organization of elements. Horizontal organization refers to alignment across a common grade level, while vertical organization refers to sequencing across grade levels. Curriculum design can be subject-centered, learner-centered, or problem-centered. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the learner's needs, interests, and experiences at the center. Problem-centered design draws on social issues and problems. Curriculum planning is the process of arranging learning opportunities for a specific group of learners and should be based on factors like history, philosophy, psychology, and contemporary issues. It requires identifying substantive decisions at increasing levels of specificity.

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    Methodological Dimension of Curriculum Development

    Uploaded by

    Da Lhene
    164 views10 pages
    Curriculum development involves both horizontal and vertical organization of elements. Horizontal organization refers to alignment across a common grade level, while vertical organization refers to sequencing across grade levels. Curriculum design can be subject-centered, learner-centered, or problem-centered. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the learner's needs, interests, and experiences at the center. Problem-centered design draws on social issues and problems. Curriculum planning is the process of arranging learning opportunities for a specific group of learners and should be based on factors like history, philosophy, psychology, and contemporary issues. It requires identifying substantive decisions at increasing levels of specificity.

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    report in curriculum development

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    Curriculum development involves both horizontal and vertical organization of elements. Horizontal organization refers to alignment across a common grade level, while vertical organization refers to sequencing across grade levels. Curriculum design can be subject-centered, learner-centered, or problem-centered. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the learner's needs, interests, and experiences at the center. Problem-centered design draws on social issues and problems. Curriculum planning is the process of arranging learning opportunities for a specific group of learners and should be based on factors like history, philosophy, psychology, and contemporary issues. It requires identifying substantive decisions at increasing levels of specificity.

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    164 views10 pages

    Methodological Dimension of Curriculum Development

    Uploaded by

    Da Lhene
    Curriculum development involves both horizontal and vertical organization of elements. Horizontal organization refers to alignment across a common grade level, while vertical organization refers to sequencing across grade levels. Curriculum design can be subject-centered, learner-centered, or problem-centered. Subject-centered design focuses on academic content and disciplines. Learner-centered design places the learner's needs, interests, and experiences at the center. Problem-centered design draws on social issues and problems. Curriculum planning is the process of arranging learning opportunities for a specific group of learners and should be based on factors like history, philosophy, psychology, and contemporary issues. It requires identifying substantive decisions at increasing levels of specificity.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 10

    Methodological Dimension of

    Curriculum Development
    How curriculum is Organized?

    • Horizontal Organization – means the direction of the


    curriculum elements is sideway. Is the alignment of
    the curriculum being taught by teachers in a common
    grade level.

    • Vertical Organization – or sequence of curricular


    elements. It is also planning curriculum across the
    grade levels, from kindergarten through high school,
    building upon instruction based upon standards.
    Curriculum Design may also adopt the
    following structures:
    Subject-centered design model
    - This model focuses on the content of the curriculum. School using this
    model aims for excellence in the subject matter. It includes the
    following:
    a. Subject design – content based
    b. Discipline design – focuses on academic discipline often use in
    college.
    c. Correlation design – subject are related to one another but each
    subject maintains its identity.
    d. Broad field design / interdisciplinary – variation of the subject
    centered design. Sometimes called the holistic curriculum
    Curriculum Design may also adopt the
    following structures:
    Learner-centered design model
    – according to progressive educational psychologist, the learner is
    the center of the educative process. It includes the following:

    a. Child-centered design – anchored on the needs and interest of


    the child.
    b. Experience-centered design – the experience of the learner is
    the starting point of the curriculum.
    c. Humanistic design – the development of one’s self is the ultimate
    objective of curriculum design.
    Curriculum Design may also adopt the
    following structures:
    Problem-centered design model
    – generally draws on social problems, needs, interest and abilities
    of the learner. It includes the following:

    a. Life situation design – it allows students to view problem clearly


    and uses past and present experiences to analyze the basic
    areas of living.
    b. Core design – it centers on general education and the problems
    are based on common human activities.
    Curriculum Planning
    Is the process whereby
    the advance arrangement
    of learning opportunities
    for a particular population
    of learners is created
    Needs and Importance of
    Curriculum Planning
     The needs for Exactness and Particularity in making decisions
    about ends and means demands scientific curriculum planning.

     Curriculum planning develop well-coordinated, quality


    teaching, learning and assessment programs, which build
    students’ knowledge, skills and behaviors in the disciplines, as
    well as their interdisciplinary and/or physical, personal and
    social capacities.

     The full range of learning needs of students are addressed.


    The Bases of Curriculum Planning
    • History
    • Philosophy
    • Social forces
    • Psychology
    • Religion
    • Contemporary Issues
    Lack of Curriculum Planning and
    Framework Will Result To:
    Sari-sari (hodgepodge)
    Pira-piraso (piemal)
    Tagpi-tagpi (patchwork)
    Sabog (lack of focus)
    Malabo (vague)
    Lakas ng kutob (gutfeel)
    Hula-hula (hunches)
    Gaya-gaya (patterned from existing model)
    Bahala na (by chance)
    Patama-tama (no deliberate)
    Factors in Curriculum Planning

    1. Identifying relevant substantive decisions at


    increasing levels of specificity and precision

    2. Checking for consistency between and among the


    ends-and means decisions by a two way process of
    derivation and evaluation at each stage and by
    referring to data sources for basic information

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