CURRICULUM DESIGNS Flashcards
DESIGN DIMENSION CONSIDERATIONS
SCOPE
SEQUENCE
INTEGRATION
CONTINUITY
ARTICULATION
BALANCE
______ refers to both the breadth and depth of content and includes all topics, learning experiences and organizing threads found in the curriculum plan.
Scope
____ refers to the organization of content and the extent to which it fosters cumulative and continuous learning (referred to as vertical relationship among sections of the curriculum).
Sequence
_______– content is organized going from simple subordinate components to complex components depicting interrelationships among components. Optimal learning occurs when students are presented with easy, often concrete content and to more difficult and abstract content.
a) Simple to complex
_______- In a ‘spiral curriculum’, concepts may be introduced on a simple level in the early grades, then revisited with more and more complexity and application later on (Bruner, 1960)
b) Spiral
________ – it works on the assumption that bits of information or learning must be grasped before other bits of information can be understood.
c) Prerequisites
_______ – content is better understood if an overview (whole) is first presented to show the connections between the parts.
d) Whole to part
______ this is a useful organiser for sequencing content especially in subjects such as history, political science and world events.
e) Chronology
______ is the bringing together of the concepts, skills and values of different subject areas to reinforce each other. (Thematic / Multidisciplinary)
Integration
vertical articulation of curriculum components. (spiral curriculum – Jerome Bruner)
Continuity
___– refers to the vertical and horizontal interrelatedness of various aspects of the curriculum.
Articulation
______- educators strive to give appropriate weight to each aspect of the design.
Balance
– knowledge and content are well-accepted as integral parts of curriculum.
Subject – Centered Designs
– rooted from progressivists point of view.
Learner – Centered Design
– focuses on real-life problems of individuals and society.
Problem – Centered Design
Separate subjects or courses
Subject-Centred
Designs
a) Academic Subjects
Design
Use structure of the discipline
Approach physics as a physicist
Use inquiry methods of the discipline
Subject-Centred
Designs
b) Discipline Based
Design
Interdisciplinary or cross-disciplinary
Eg. Integrated science, whole language
Subject-Centred
Designs
c) Broad Fields
Design
Relate one subject to another with each keeping its identity
Thematic approach or Team teaching
Subject-Centred
Designs
d) Correlation
Design
Teaching thinking processes such as critical & creative thinking, problem solving
Metacognitive training
Subject-Centred
Designs
e) Process Design
a) Child-Centred
Design
Child’s interest, need and experiences are emphasised
Eg. project method
Child’s interest, need and experiences are emphasised
Eg. project method
Learner-Centred
Designs
a) Child-Centred
Design
Learning is reflective and not externally imposed
Society is flawed and curriculum should emancipate the learner
Learner-Centred
Designs
b) Radical Design
Stress development of self-concept of students
Uniqueness of individuals and importance of self-actualisation
Learner-Centred
Designs
c) Humanistic
Design
