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Copy of DIMENSION AND PRINCIPLES OF CURRICULUM DESIGN
Mae Santoson 16 April 2013
Transcript of Copy of DIMENSION AND PRINCIPLES OF CURRICULUM DESIGN
All the content, topics, learning experiences and organizing threads comprising the educational plan.
The terms broad, limited, simple, general are few of the words that can describe the scope
It refers to the coverage of the curriculum The scope of the curriculum can be divided into chunks called units, sub-units, chapters or sub-chapters as the case may be.
Each chunk is guided by the general curriculum objectives or goals. Sequence
Contents and experiences are arranged in hierarchical manner, where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains. FOUR PRINCIPLES FOR SEQUENCE
as introduced by Smith, Stanley and Shore
Simple to complex learning
Whole to part learning
FIVE MAJOR PRINCIPLES FOR ORGANIZING CONTENT IN UNITS
as presented by Posner and Rudnitsky
Vertical repetition and recurring appearances of the content provide continuity in the curriculum
“ Spiral Curriculum” where the content is organized according to the interrelationship between the structure of the basic ideas of a major discipline Integration
“ Everything is integrated and interconnected. Life is a series of emerging themes .”
Organization is drawn from the world themes from real life concerns.
Subject matter content or disciplined content lines are erased and isolation is eliminated. Articulation
This can be done either vertically or horizontally.
Horizontal Articulation Balance
Equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design. GUIDELINES IN CURRICULUM DESIGN Curriculum design committee should involve teachers, parents, administrators and even students.
School’s vision, mission, goals and objectives should be reviewed and used as bases for curriculum design.
The needs and the interests of the learners, in particular, and the society, in general, should be considered. Alternative curriculum design should consider advantages and disadvantages in terms of costs, scheduling, class size, facilities and personnel required.
The curriculum design should take into account cognitive, affective, psychomotor skills, concepts and outcomes.