For the new development of curriculum

1. DIMENSIONS AND PRINCIPLES OF
CURRICULUM DESIGN
 CURRICULUM DESIGN - provide clear
relationship between and among the different
elements of the curriculum: Objectives,
Contents, Activities and Evaluation
 Curricularists suggest to view a design from
the following dimensions: Scope, Sequence,
Continuity, Integration, Articulation and
Balance
Dimensions of Curriculum Design: Scope
 It refers to the “coverage of the curriculum”
 The scope of the curriculum can be divided into
“chunks” called units, subunits, chapters and sub
– chapters.
 It is defines as all the content, topics, learning
experiences and organizing threads
compromising the educational plan. (Tyler in
Ornstein,2004)
 It does not only refer to the cognitive content but
also the affective and psychomotor content.
Dimensions of Curriculum Design: Sequence
 vertical relationship among curricular
areas
 the occurrence and reoccurrence of
content and experiences so that students
will have opportunities to connect and
enrich their understanding of the
curriculum presented or experienced
Principle for Sequence according to Smith,
Stanley and Shores (1957)
1. Simple to complex learning – has
consonance with developmental
theories of learning and cognition.
2. Prerequisite learning – means that there
are fundamental things to be learned
ahead.
3. Whole to part learning – has a relations
to gestalt.
4. Chronological learning – closely allied to
history, political science or world events.
Five Major Principles for Organizing Content
according to Posner and Rudnitsky (1994)
1. World – related sequence
a. Space – spatial relations will be the basis for
the sequence.
b. Time - content is based from the earliest to
the more recent.
c. Physical attributes – refers to the physical
characteristics of the phenomena
2. Concept – related sequence – reflects to the
physical organization of the conceptual world.
a. Class relations
Class concept refers to the group or set of
things that share common practices.
a. Propositional relations
Proposition – a statement that asserts
something.
Sequence – arranged so that evidence is
presented ahead before proposition
3. Inquiry – related sequence
- based on the scientific method of
inquiry.
4. Learning – related sequence based on
psychology of learning
a. Empirical prerequisites
Sequence is based primarily based on
empirical studies where the prerequisite is
required before learning the next level.
b. Familiarity
Prior learning is important in sequence.
c. Difficulty
Easy content is taken ahead than the
difficult one.
d. Interest
Contents and experience that stimulate
interest are those that are novel.
Dimensions of Curriculum Design: Continuity
 vertical manipulation or repetition of
curriculum components
 Bruner’s Spiral Curriculum
Dimensions of Curriculum Design: Integration
 linking of all types of knowledge and
experiences contained within the
curriculum plan
 enables the individual to comprehend
knowledge as unified
Dimensions of Curriculum Design: Articulation
Vertical Articulation - depicts the
relationships of certain aspects in the
curriculum sequence to lessons, topics, or
courses appearing later in the program’s
sequence
Horizontal Articulation - refers to the
association between or among elements
occurring simultaneously
Dimensions of Curriculum Design: Balance -
giving appropriate weight to each aspect of
the design so that distortions do not occur
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
a basis of curriculum design
 The needs and the interests of the learner,
in particular, 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, concept and outcomes.
Reportedby:Jesica D.Mendoza BSED IV