Mechanics For Designing a Curriculum Based on Principles Learned

Introduction Principles of curriculum design The components of design Source of curriculum design Design dimension consideration Conceptual framework Type of Curriculum Design Conclusion

Design

Develop

Review

The Curriculum Development Process

Implement

Evaluate

Monitor

A schools curriculum consists of all those activities designed or encouraged within its organizational framework to promote the intellectual, personal, social and physical development of its pupil Mathew, 1989

Every curriculum has three levels: 1. Planned - What is intended by designers? 2. Delivered - What is organised by institution? - What is taught by teachers 3. Experienced - What is learned by students?

Four Important Questions for Curricular Designers

What educational purposes do we seek to attain? What educational experiences are likely to attain these purposes? How can these be organised effectively? How can we determine whether these purposes are being attained? Tyler,R. 1949

Ornstein and Hunkins, p. 232

Science as a Source Eisner has argued that teachers need to understand scientific ways of knowing, aesthetic modes of knowing, interpersonal modes, practical modes, and even spiritual ideas ex: Cognitive Psycologhy 2. Society as a Source Dewey has realized that educators needed to be in touch with needs of society. Viewing society as a source would give educators indications of where to modify curriculum ex: Sex Education, Corruption Education, Character Building
1.

3. Eternal and Divine as a Sources Pinar has introduced the concept of curriculum as theological text ex: Religious Studies 4. The Learner as a Source Doll has realized that the learner should be the key in guiding curricular thinking about curriculum design (individual process information in order to learn)

SCOPE

SEQUENCE

CONTINUITY

INTEGRATION

ARTICULATION

BALANCE

Scope
Tyler referred to scope as consisting of all the content, topics, learning experiences, and organization. Scope not only refers to cognitive learning but also to affective learning, and some argue to spiritual learning Sequence Taba argues that curricular should pay serious attention to sequence in terms of the cumulative development of intellectual and affective process

Four Principles of Sequencing content

Simple to complex learning Prerequisite learning

Whole to part learning

Chronological learning

Continuity Bruner noted that the curriculum should be organized according to the interrelationship between the structure of the basic ideas of each major disciple Integration Refers to the linking of all types of knowledge and experiences contained within the curriculum plan Saylor, Alexander, and Lewis say that integration only occur within the learner and curriculum planners as to facilitate integration Articulation Refer to the interrelatedness of various aspect of the curriculum (vertical or horizontal) Balance John Goodlad argues that the curriculum should be balanced in terms of subjects matter and learners

Horizontal Organization which engages the curriculum worker with the concept of scope and integration, that is, the side-by-side arrangement of curriculum elements Vertical Organization which centers on the concept of sequence and continuity, is concerned with the longitudinal placement of curriculum elements

Subject-centered designs

Learnedcentered designs

Problemcentered designs

Orstein and Hunskin, p. 243

Cont (1)

Subject Design

Discipline Design

SubjectCentered Design

Process Design

Broad Field design

Correlation Design

Cont (2)

LEARNERCENTERED DESIGNS Child Centered Designs ExperienceCentered Design

Radical Design

Humanistic Design

Cont (3)

Core Design

Life Situation Design

Social Problems Design

PROBLEMCENTERED
DESIGNS

Teachers, students, parents and administrators should be included in curriculum design Curricularists must be considered with scope, sequence, articulation, continuity, and balance when designing curriculum Understanding of curriculum design is important knowledge for the building of a curriculum

March, C.J., & Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues. New Jersey: Merrill Prentice Hall. Ornstein A.C. & Hunkins, F.,P. (1998). Curriculum Foundations, Principles and Issues, (3 ed.). Boston: Allyn and Bacon Mathews, J. (1989). Curriculum Exposed. London: David Fulton Publishers