Dimensions of curriculum design

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Dimensions of curriculum design

  1. 1. DIMENSIONS OF CURRICULUM DESIGN
  2. 2. 1. SCOPE - define as 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. - refers to the coverage of the curriculum. - can be divided into chunks called units, subunits, chapters or sub-chapters.
  3. 3. 2. SEQUENCE - contents and experiences are arrange 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.
  4. 4. 1. Simple to Complex Learning 2. Prerequisites Learning 3. Whole to Part Learning 4. Chronological Learning
  5. 5. Major Principles for Organizing Content in Units 1. World- related Sequence 3. Inquiry- related Sequence a. space b. time c. physical attributes 2. Concept – related Sequence 4. Learning- related Sequence a. empirical prerequisites b. familiarity a. class relations c. difficulty b. propositional relations d. interest
  6. 6. 3. continuity - vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills. Become Bruner calls this “ spiral curriculum ” for learners to develop the ideas, these have to be developed and redeveloped in a spiral fashion in increasing depth and breath as the learners advance.
  7. 7. 4. INTEGRATIION - “ Everything is integrated and interconnected. Life is a series of emerging themes ”. This is the essence of integration in the curriculum design. - Organization is drawn from the world themes from real life concerns. - Subject matter content or disciplined content lines are erased and isolation is eliminated.
  8. 8. 5. ARTICULATION - can be done either vertically or horizontally. In vertical articulation, contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level. - Horizontal articulation happens at the same time like social studies in grade six is related to science in grade six.
  9. 9. 6. BALANCE - equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design. - too much or too little of these elements maybe disastrous to the curriculum. - keeping the curriculum “ in balance ” requires fine timing and review for its effectiveness and relevance.

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