CURRICULUM DESIGN AND ORGANIZATION Flashcards
refers to the arrangement of the elements of a curriculum
Curriculum design
This approach is fundamental to all curriculum foundations. It is concerned with making sense of what we encounter in our lives (Print, 1993)
PHILOSOPHY
is significant and growing , provides information about the teaching and learning process
Psychology
It can help them determine if the goal or objective is suitable to the various developmental levels and ages of the learners and, hence, attainable and not
EDUCATIONAL OBJECTIVES
Understanding the uniqueness of learners can assist curriculum workers in curriculum decision-making.
LEARNER CHARACTERISTICS
LEARNING PROCESS
Possibly, the best contribution of psychology to the curriculum is understanding how people learn
in school, understanding psychology is essential in selecting appropriate learning experiences and conditions for learning
TEACHING METHODS
Educational psychologists have developed a vast array of techniques for measuring the degree of children learning, attitudes towards learning/teaching, and others, as well as the extent of teacher effectiveness.
EVALUATION PROCEDURES
TYPES OF CURRICULUM DESIGN
Subject-centered design
Child-centered design
Problem-centered design
This design organized based on the subject. It revolves around the teaching of an established body of content derived from the accumulated wisdom of the academic discipline
Subject-centered design
This design is probably the oldest and most widely used form of curriculum organization found in school. The design is classified and organized based on school subjects like Science, English, Mathematics, Filipino, and
others.
Subject design
This design is similar to the subject design. The curriculum’s organization is arranged based on academic disciplines like Biology, Physics, Chemistry, Literature, Economics, and Philippine History. This type of design commonly used in high school or college level
ACADEMIC DISCIPLINE DESIGN
This design developed to address the perceived weakness in the subject design. It is based on the principles of integration or combining two or more related subjects into a single broader and integrated field of study to avoid fragmentation and compartmentalization of subjects
BROAD FIELD DESIGN
This design contrasts with the subject-centered design because it revolves around the needs, interests, and goals of the learners
LEARNER-CENTERED DESIGN
This design is base on the leamers’ genuine needs and interests of learners that will be the basis of the curriculum. Learners provided with activities that they do because of the belief that children learn when they experience
ACTIVITY/EXPERIENCE DESIGN
focused on the meeting of individual needs in a conducive and supportive learning
environment.
HUMANISTIC DESIGN
that directs the attention of the learners in solving real-life problems,both individual and social
PROBLEM-CENTERED DESIGN
This design focuses on the theme. It suggests a thematic approach to integration. Themes are classified based on human activities or different topics that are interesting to learners
THEMATIC DESIGN
This design argues that learners should encounter substantial real-life problems in order to understand the real world. Learners exposed to different problems, and by doing the activity, they can identify and formulate solutions to the problems
PROBLEM DESIGN
TWO TYPES OF ORGANIZATIONS IN DESIGNING A
CURRICULUM
- Horizontal Organization
- Vertical Organization
This organization refers to the arrangements of topics, themes, or courses offered in the same period. It is concerned with the scope and horizontal integration, which sometimes referred to as integration
HORIZONTAL ORGANIZATION
This organization focuses on the spiral progression of Curriculum content. It establishes skills and knowledge which are used and further developed across a whole
program of study
VERTICAL ORGANIZATION
Curriculum design deals with the nature and arrangement of four necessary parts:
objectives, content, learning experiences, and evaluation.
