SlideShare a Scribd company logo
1 of 45
By Mr. Antonio T. Delgado, BSE III
        General De Jesus College
 Definition of Curriculum, revisited
 Curriculum Design, defined
 Types of Curriculum Design
 Elements of Curriculum Design
 Selection of Objectives
 Selection of Content
 Selection of Learning Experiences
   The sum of learning stated as
    educational ends, educational
    activities, school subjects and/or
    topics decided upon and provided
    within the framework of an
    educational institution or in a less
    formal setup ( Garcia, 2007).
   All the learning which is planned and
    guided by the school, whether it is
    carried on in groups or individually,
    inside or outside the school.
   something's form and structure
           (Microsoft® Encarta® 2009)
   way something is made
           (Microsoft® Encarta® 2009)
   Refers to the structure or the
    arrangement of the components or
    elements of a curriculum
 may be broadly categorized into the
  following major groups:
1. Traditional or subject centered
   designs
2. Learner-centered designs
3. Problem-centered or society-
   centered designs
 Are subject-centered
 The emphasis is on making the
  learners absorb as much knowledge
  as possible concerning a particular
  course or broad field
 Are easy to develop and to implement
  because highly-structured
 Criticized because they do not make
  provisions for the differential needs
  and interests of learners
 Most popular not only in the
  Philippines but in most parts of the
  world
 May be based on the anticipated
  needs and interest of the learners
 Usually built upon normal activities
  children engage in (i.e. playing,
  storytelling, drawing)
 Content is not organized into subjects
  (Math, Science, etc.) but into
  courseworks (playing, storytelling)
 The three R’s are integrated into the
  courseworks
 Criticized as neglecting the
  intellectual development of learners
 Heavily loaded with societal
  concerns, problems and issues
 May be aimed at making the
  school, the teachers and the students
  agents of social change
 What educational purposes should the
  school seek to attain?
 What educational experience can be
  provided that is likely to obtain the
  purpose?
 How can these educational
  experiences be effectively organized?
 How can we determine whether these
  purposes are being attained?
1.   Aims and objectives
2.   Content and learning experiences
3.   Method and organization
4.   Evaluation
TECHNICAL-SCIENTIFIC          NON-SCIENTIFIC

   Emphasis on well-          Does not usually
    formulated objectives       proceed from
                                predetermined
                                objectives
                               Interests, needs and
   These objectives are
                                concerns of learner
    the bases for
                                are bases for
    selection and
                                selection and
    organization of
                                organization of
    content and
                                content and
    evaluation procedure.
                                evaluation of
                                learning.
   Based on desired outcomes of
    teaching-learning process:
    development of
    knowledge, skills, values, attitudes
    and habits
Philosophy – provides basis for general
 theory of education and suggests its
 goals
Aims – are considered as “orientations”
Goals – are specific statements used as
 guidelines for achieving purposes
Objectives – may describe school-wide
 outcomes or specific behaviors
The major educational philosophies are:
   Perennialism
   Essentialism
   Humanism/Progressivism
   Reconceptualism
   Reconstructionism
 Oldest and most traditional
 “perennial” means everlasting
 Education is viewed as the
  transmission of the unchanging
  knowledge of the universe
 Focus is on permanent studies which
  are timeless (e.g.
  philosophy, logic, etc.)
 Protest against perennialist thinking
 Education is viewed as human
  development that starts from the
  needs and interest of learners.
 Focuses more on the child than the
  subject matter
 Related to progressivism
 Learner-centered, relevant and
  humanistic education
 More emphasis on holistic,
  transcendental, linguistic and artistic
  aspects of the teaching-learning
  process
 Surfaced in opposition to
  progressivism
 Education is viewed as mastery of
  essential skills.
 Focus is on the three R’s, English,
  history and science.
 Criticized progressivists’ over-
  emphasis on child-centered learning
 Is society-centered
 Asserts that the creation of a better
  society is the ultimate purpose of
  education
 Focus is alleviating discrimination and
  poverty, school integration
Three Different Domains
 Cognitive
 Affective
 Psychomotor
LEVEL              BEHAVIORAL TERMS

   Knowledge          define, describe, identify
   Comprehension      explain, paraphrase, infer
   Application        solve, predict, operate
   Analysis           differentiate, relate, select
   Synthesis          organize, create, develop
   Evaluation         appraise, criticize, judge
LEVEL                 BEHAVIORAL TERMS

   Receiving             listen, watch, observe
   Responding            answer, assist, comply
   Valuing               prefer, appreciate, justify
   Organization          adhere, defend, accept
   Characterization      display, influence, practice
CATEGORY                   THESE INCLUDE:

   Reflex movements          Segmental /inter reflex
   Fundamental               Walk, run, jump, push
    movements
   Perceptual abilities      Visual, auditory, tactile
   Physical Abilities        Endurance, strength
   Skilled movements         Games, sports, dances
   Non-discussive            Posture, gesture
    communication
IN FAVOR                    AGAINST

   Provide criteria for      Behavioral change
    assessment                 cannot be equated with
   Facilitate                 learning
                               Denies the student of
    communication of       
                               freedom of choice
    intended outcomes
                              Creativity and
   Measurable                 innovativeness can be
    outcomes                   overlooked
   DepEd has come out in full support of
    behavioral objectives for classroom
    use.
Content can have different meanings:
 A list of subjects for a grade or year
  level
 A discipline (i.e. science, math)
 A specific subject (e.g.
  biology, physics)
Content has three components which
  are considered in selection of content:
1. Knowledge
2. Process/skill
3. Affective
Concepts – regularities in objects of
 events designated by labels
 Ex: concept of water (liquid, colorless)
Principles – significant relationships
 between and among concepts
 Ex: Water boils at 100˚C
Theories – contain a set of logically
 related principles that attempt to
 explain a phenomenon
 Ex: Theory of Relativity
Laws – theories that have wide
 applicability and have been
 continuously proven to hold true.
 Ex: Laws of Motion
Mental processes – used in
 handling, dealing with or transforming
 information and concepts
Physical/manipulative processes – used
 for moving and handling objects
Attitudes– have feeling and emotional
 tones
 Ex: openness, respect for others’
         rights
Values – serve as basis for determining
 when attitudes and behaviors are
 appropriate and which are not.
 Ex: truth, honesty, justice
Relevance – Content reflects the social,
 cultural and technological realities of
 the time
Balance – There is a balance between
 the two polar goals of education: what
 is constant and what is changing.
    There should also be balance
 between the three domains of
 learning.
Validity – refers to accuracy or
 inaccuracy of the content.
    Content should also coincide with
 the expressed aims of the curriculum.
Learnability – Content should be
 selected in consideration with the
 learners’ level of development.
Feasibility – This criterion considers:
  • resources (human, physical and
    financial)
  • time allotment
  • school calendar
  • enabling legislation
  • public support
 Instructional component of the
  curriculum providing for the
  interaction between teacher, student
  and content
 These include:
      Teaching methods
      Learning activities
Appropriateness – Learning experiences
 should be suitable to content,
 objectives, domain, and learners’ level
 of development.
Feasibility – feasible in terms of time,
 qualification, experience of staff,
 available resources, safety and legal
 considerations
Variety – Different activities and
 methods are required by different
 disciplines and domains.
Optimal Value – Learning experiences
 should encourage learners to continue
 learning on their own.
Learning outcomes
                       •subject-centered
                       •learner centered
                       •social-centered



   Skills                     Content                 Concepts
•cognitive     Experiences    •scope    Experiences   •concrete
•psychomotor                  •sequence               •abstract


                              Experiences

                             Values and
                              Attitudes
 Curriculum Development: The
  Philippine Experience.
 Garcia, Dolores (2007). Designing
  Curriculum. Rex Book Store.
   Reyes, Flordeliza C. (2000).
    Engineering the Curriculum. De La
    Salle University Press.

More Related Content

What's hot

Curriculum content.ppt
Curriculum content.pptCurriculum content.ppt
Curriculum content.ppt
Juliet Cabiles
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
Cey Gloria
 
Curriculum innovations
Curriculum innovationsCurriculum innovations
Curriculum innovations
Randy Epon
 
Role of Stakeholders In Curriculum Development
Role of Stakeholders In Curriculum DevelopmentRole of Stakeholders In Curriculum Development
Role of Stakeholders In Curriculum Development
Ronnie Z. Valenciano
 

What's hot (20)

Foundations of a curriculum
Foundations of a curriculumFoundations of a curriculum
Foundations of a curriculum
 
Elements/Components of Curriculum
Elements/Components of CurriculumElements/Components of Curriculum
Elements/Components of Curriculum
 
Curriculum Design
Curriculum DesignCurriculum Design
Curriculum Design
 
Curriculum its meaning, nature and scope
Curriculum   its meaning, nature and scopeCurriculum   its meaning, nature and scope
Curriculum its meaning, nature and scope
 
INSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNINGINSTRUCTIONAL PLANNING
INSTRUCTIONAL PLANNING
 
CURRICULUM PLANNING IN THE PHILIPPINES
CURRICULUM PLANNING IN THE PHILIPPINESCURRICULUM PLANNING IN THE PHILIPPINES
CURRICULUM PLANNING IN THE PHILIPPINES
 
Types of curriculum design (1)
Types of curriculum design (1)Types of curriculum design (1)
Types of curriculum design (1)
 
Curriculum development: Processes and models
Curriculum development: Processes and modelsCurriculum development: Processes and models
Curriculum development: Processes and models
 
Tyler's model of curriculum evaluation
Tyler's model of curriculum evaluationTyler's model of curriculum evaluation
Tyler's model of curriculum evaluation
 
Experience centered design
Experience centered designExperience centered design
Experience centered design
 
Curriculum evaluation
Curriculum evaluationCurriculum evaluation
Curriculum evaluation
 
Curriculum Implementation
Curriculum ImplementationCurriculum Implementation
Curriculum Implementation
 
Curriculum approachers
Curriculum approachersCurriculum approachers
Curriculum approachers
 
Models of curriculum evaluation and application in educational
Models of curriculum evaluation and application in educationalModels of curriculum evaluation and application in educational
Models of curriculum evaluation and application in educational
 
Hilda taba model
Hilda taba modelHilda taba model
Hilda taba model
 
Curriculum content.ppt
Curriculum content.pptCurriculum content.ppt
Curriculum content.ppt
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 
Curriculum innovations
Curriculum innovationsCurriculum innovations
Curriculum innovations
 
Role of Stakeholders In Curriculum Development
Role of Stakeholders In Curriculum DevelopmentRole of Stakeholders In Curriculum Development
Role of Stakeholders In Curriculum Development
 
Curriculum Approaches
Curriculum ApproachesCurriculum Approaches
Curriculum Approaches
 

Viewers also liked

Analysis on curriculum
Analysis on curriculumAnalysis on curriculum
Analysis on curriculum
Hina Yezdan
 
Outcomnes-based Education
Outcomnes-based EducationOutcomnes-based Education
Outcomnes-based Education
Carlo Magno
 
Dimensions and principles of curriculum design
Dimensions and principles of curriculum designDimensions and principles of curriculum design
Dimensions and principles of curriculum design
Jay Cee
 
Implimenting the curriculum the roles of stakeholders ---hazel and jeric
Implimenting the curriculum   the roles of stakeholders ---hazel and jericImplimenting the curriculum   the roles of stakeholders ---hazel and jeric
Implimenting the curriculum the roles of stakeholders ---hazel and jeric
Phillip Murphy Bonaobra
 
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMSTAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
Mina Badiei
 

Viewers also liked (20)

Maintenance of school records
Maintenance of school records Maintenance of school records
Maintenance of school records
 
Curriculum Design Models
Curriculum Design ModelsCurriculum Design Models
Curriculum Design Models
 
Approaches in obe
Approaches in obeApproaches in obe
Approaches in obe
 
Outcomes Based-Education
Outcomes Based-EducationOutcomes Based-Education
Outcomes Based-Education
 
Types of curriculum
Types of curriculumTypes of curriculum
Types of curriculum
 
Analysis on curriculum
Analysis on curriculumAnalysis on curriculum
Analysis on curriculum
 
Taba model of curriculum
Taba model of curriculum Taba model of curriculum
Taba model of curriculum
 
Taba model of curriculum development
Taba model of curriculum developmentTaba model of curriculum development
Taba model of curriculum development
 
Outcomnes-based Education
Outcomnes-based EducationOutcomnes-based Education
Outcomnes-based Education
 
Outcomes-Based Education (OBE)
Outcomes-Based Education (OBE)Outcomes-Based Education (OBE)
Outcomes-Based Education (OBE)
 
The role of stake holders in curriculum development
The role of stake holders in curriculum development The role of stake holders in curriculum development
The role of stake holders in curriculum development
 
Dimensions and principles of curriculum design
Dimensions and principles of curriculum designDimensions and principles of curriculum design
Dimensions and principles of curriculum design
 
Implimenting the curriculum the roles of stakeholders ---hazel and jeric
Implimenting the curriculum   the roles of stakeholders ---hazel and jericImplimenting the curriculum   the roles of stakeholders ---hazel and jeric
Implimenting the curriculum the roles of stakeholders ---hazel and jeric
 
Components of curriculum
Components of curriculumComponents of curriculum
Components of curriculum
 
THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATIONTHE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
THE ROLES OF STAKEHOLDERS IN CURRICULUM IMPLEMENTATION
 
Curriclum types
Curriclum typesCurriclum types
Curriclum types
 
The Nature and Scope of Curriculum Development
The Nature and Scope of Curriculum DevelopmentThe Nature and Scope of Curriculum Development
The Nature and Scope of Curriculum Development
 
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUMSTAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
STAGE OF CURRICULUM DEVELOPMENT AND EVALUATION IN UPDATING THE ENTIRE CURRICULUM
 
Process of Curriculum Development
Process of Curriculum DevelopmentProcess of Curriculum Development
Process of Curriculum Development
 
Curriculum development
Curriculum developmentCurriculum development
Curriculum development
 

Similar to Curriculum design

Gibson Text Overview
Gibson Text OverviewGibson Text Overview
Gibson Text Overview
bdyck
 
Definition of curr.
Definition of curr.Definition of curr.
Definition of curr.
SFYC
 
55610 633999983287741250
55610 63399998328774125055610 633999983287741250
55610 633999983287741250
Aj Balita
 
Assuremodel
 Assuremodel Assuremodel
Assuremodel
baki15
 
Psychology & philosophy of education
Psychology & philosophy of educationPsychology & philosophy of education
Psychology & philosophy of education
tkhan25
 
Classroom Instr That Works
Classroom Instr That WorksClassroom Instr That Works
Classroom Instr That Works
Teresa Castellaw
 
Planning Instruction-140907065815-phpapp01.pptx
Planning Instruction-140907065815-phpapp01.pptxPlanning Instruction-140907065815-phpapp01.pptx
Planning Instruction-140907065815-phpapp01.pptx
Ser Louis Fabunan
 

Similar to Curriculum design (20)

Presentation1
Presentation1Presentation1
Presentation1
 
Gibson Text Overview
Gibson Text OverviewGibson Text Overview
Gibson Text Overview
 
Differentiated Instruction to address diverse learners.
Differentiated Instruction to address diverse learners.Differentiated Instruction to address diverse learners.
Differentiated Instruction to address diverse learners.
 
Definition of curr.
Definition of curr.Definition of curr.
Definition of curr.
 
55610 633999983287741250
55610 63399998328774125055610 633999983287741250
55610 633999983287741250
 
Curriculum
CurriculumCurriculum
Curriculum
 
Assuremodel
 Assuremodel Assuremodel
Assuremodel
 
(BPED 115) GROUP 4.pptx
(BPED 115) GROUP 4.pptx(BPED 115) GROUP 4.pptx
(BPED 115) GROUP 4.pptx
 
Learning ppt (1)
Learning ppt (1)Learning ppt (1)
Learning ppt (1)
 
Learning ppt
Learning pptLearning ppt
Learning ppt
 
Lecture 4 Penaksiran Akademik
Lecture 4 Penaksiran AkademikLecture 4 Penaksiran Akademik
Lecture 4 Penaksiran Akademik
 
Meda 5700_Ch1
Meda 5700_Ch1Meda 5700_Ch1
Meda 5700_Ch1
 
Curriculum elements
Curriculum elementsCurriculum elements
Curriculum elements
 
Differentiated Instruction
Differentiated InstructionDifferentiated Instruction
Differentiated Instruction
 
Planning for learning in maritime education
Planning for learning in maritime educationPlanning for learning in maritime education
Planning for learning in maritime education
 
Psychology & philosophy of education
Psychology & philosophy of educationPsychology & philosophy of education
Psychology & philosophy of education
 
Week 9 LIN101
Week 9 LIN101Week 9 LIN101
Week 9 LIN101
 
planninginstruction-140907065815-phpapp01.pdf
planninginstruction-140907065815-phpapp01.pdfplanninginstruction-140907065815-phpapp01.pdf
planninginstruction-140907065815-phpapp01.pdf
 
Classroom Instr That Works
Classroom Instr That WorksClassroom Instr That Works
Classroom Instr That Works
 
Planning Instruction-140907065815-phpapp01.pptx
Planning Instruction-140907065815-phpapp01.pptxPlanning Instruction-140907065815-phpapp01.pptx
Planning Instruction-140907065815-phpapp01.pptx
 

More from Antonio Delgado

More from Antonio Delgado (20)

Effective Time Management in the New Normal
Effective Time Management in the New NormalEffective Time Management in the New Normal
Effective Time Management in the New Normal
 
Public Policy
Public PolicyPublic Policy
Public Policy
 
Human Rights
Human RightsHuman Rights
Human Rights
 
The Contemporary World: Global Economic Structures
The Contemporary World: Global Economic StructuresThe Contemporary World: Global Economic Structures
The Contemporary World: Global Economic Structures
 
Civilization: Definition and Characteristics
Civilization: Definition and CharacteristicsCivilization: Definition and Characteristics
Civilization: Definition and Characteristics
 
Globalization: Origin and History
Globalization: Origin and HistoryGlobalization: Origin and History
Globalization: Origin and History
 
Early Humans: Stages of Biological and Cultural Evolution
Early Humans: Stages of Biological and Cultural EvolutionEarly Humans: Stages of Biological and Cultural Evolution
Early Humans: Stages of Biological and Cultural Evolution
 
Globalization: Definition, Perspectives and Theories
Globalization: Definition, Perspectives and TheoriesGlobalization: Definition, Perspectives and Theories
Globalization: Definition, Perspectives and Theories
 
Repormasyon at Kontra-Repormasyon v.2
Repormasyon at Kontra-Repormasyon v.2Repormasyon at Kontra-Repormasyon v.2
Repormasyon at Kontra-Repormasyon v.2
 
Overview of Community Action v.2
Overview of Community Action v.2Overview of Community Action v.2
Overview of Community Action v.2
 
Renaissance
RenaissanceRenaissance
Renaissance
 
Types of Communities
Types of CommunitiesTypes of Communities
Types of Communities
 
Mga Pamanang Greek
Mga Pamanang GreekMga Pamanang Greek
Mga Pamanang Greek
 
Moral Theories
Moral TheoriesMoral Theories
Moral Theories
 
Mga Paalala sa Paggamit ng PowerPoint
Mga Paalala sa Paggamit ng PowerPointMga Paalala sa Paggamit ng PowerPoint
Mga Paalala sa Paggamit ng PowerPoint
 
Mga Yugto ng Pag-unlad ng Kultura ng Tao sa Panahong Prehistoriko
Mga Yugto ng Pag-unlad ng Kultura ng Tao sa Panahong PrehistorikoMga Yugto ng Pag-unlad ng Kultura ng Tao sa Panahong Prehistoriko
Mga Yugto ng Pag-unlad ng Kultura ng Tao sa Panahong Prehistoriko
 
PINAGMULAN NG TAO: Creationism, Evolutionism at mga Yugto ng Ebolusyon ng Tao
PINAGMULAN NG TAO: Creationism, Evolutionism at mga Yugto ng Ebolusyon ng TaoPINAGMULAN NG TAO: Creationism, Evolutionism at mga Yugto ng Ebolusyon ng Tao
PINAGMULAN NG TAO: Creationism, Evolutionism at mga Yugto ng Ebolusyon ng Tao
 
OPINION AND COMMON FALLACIES v2.0
OPINION AND COMMON FALLACIES v2.0OPINION AND COMMON FALLACIES v2.0
OPINION AND COMMON FALLACIES v2.0
 
Mga Karagatan at Kontinente ng Daigdig
Mga Karagatan at Kontinente ng DaigdigMga Karagatan at Kontinente ng Daigdig
Mga Karagatan at Kontinente ng Daigdig
 
Ang Daigdig: Mga Katangian at Pinagmulan
Ang Daigdig: Mga Katangian at Pinagmulan Ang Daigdig: Mga Katangian at Pinagmulan
Ang Daigdig: Mga Katangian at Pinagmulan
 

Recently uploaded

Industrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training ReportIndustrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training Report
Avinash Rai
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
17thcssbs2
 

Recently uploaded (20)

Basic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumersBasic phrases for greeting and assisting costumers
Basic phrases for greeting and assisting costumers
 
Industrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training ReportIndustrial Training Report- AKTU Industrial Training Report
Industrial Training Report- AKTU Industrial Training Report
 
How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17
 
The Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. HenryThe Last Leaf, a short story by O. Henry
The Last Leaf, a short story by O. Henry
 
Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).Dementia (Alzheimer & vasular dementia).
Dementia (Alzheimer & vasular dementia).
 
B.ed spl. HI pdusu exam paper-2023-24.pdf
B.ed spl. HI pdusu exam paper-2023-24.pdfB.ed spl. HI pdusu exam paper-2023-24.pdf
B.ed spl. HI pdusu exam paper-2023-24.pdf
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/
 
An Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptxAn Overview of the Odoo 17 Discuss App.pptx
An Overview of the Odoo 17 Discuss App.pptx
 
The Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational ResourcesThe Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational Resources
 
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdfDanh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
Danh sách HSG Bộ môn cấp trường - Cấp THPT.pdf
 
IATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdffIATP How-to Foreign Travel May 2024.pdff
IATP How-to Foreign Travel May 2024.pdff
 
Benefits and Challenges of Using Open Educational Resources
Benefits and Challenges of Using Open Educational ResourcesBenefits and Challenges of Using Open Educational Resources
Benefits and Challenges of Using Open Educational Resources
 
NCERT Solutions Power Sharing Class 10 Notes pdf
NCERT Solutions Power Sharing Class 10 Notes pdfNCERT Solutions Power Sharing Class 10 Notes pdf
NCERT Solutions Power Sharing Class 10 Notes pdf
 
Matatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptxMatatag-Curriculum and the 21st Century Skills Presentation.pptx
Matatag-Curriculum and the 21st Century Skills Presentation.pptx
 
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdfPost Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
 
How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17How to Manage Notification Preferences in the Odoo 17
How to Manage Notification Preferences in the Odoo 17
 
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxStudents, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptx
 
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
Operations Management - Book1.p  - Dr. Abdulfatah A. SalemOperations Management - Book1.p  - Dr. Abdulfatah A. Salem
Operations Management - Book1.p - Dr. Abdulfatah A. Salem
 
Gyanartha SciBizTech Quiz slideshare.pptx
Gyanartha SciBizTech Quiz slideshare.pptxGyanartha SciBizTech Quiz slideshare.pptx
Gyanartha SciBizTech Quiz slideshare.pptx
 
Word Stress rules esl .pptx
Word Stress rules esl               .pptxWord Stress rules esl               .pptx
Word Stress rules esl .pptx
 

Curriculum design

  • 1. By Mr. Antonio T. Delgado, BSE III General De Jesus College
  • 2.  Definition of Curriculum, revisited  Curriculum Design, defined  Types of Curriculum Design  Elements of Curriculum Design  Selection of Objectives  Selection of Content  Selection of Learning Experiences
  • 3. The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup ( Garcia, 2007).
  • 4. All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.
  • 5. something's form and structure (Microsoft® Encarta® 2009)  way something is made (Microsoft® Encarta® 2009)
  • 6. Refers to the structure or the arrangement of the components or elements of a curriculum
  • 7.  may be broadly categorized into the following major groups: 1. Traditional or subject centered designs 2. Learner-centered designs 3. Problem-centered or society- centered designs
  • 8.  Are subject-centered  The emphasis is on making the learners absorb as much knowledge as possible concerning a particular course or broad field  Are easy to develop and to implement because highly-structured
  • 9.  Criticized because they do not make provisions for the differential needs and interests of learners  Most popular not only in the Philippines but in most parts of the world
  • 10.  May be based on the anticipated needs and interest of the learners  Usually built upon normal activities children engage in (i.e. playing, storytelling, drawing)  Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing, storytelling)
  • 11.  The three R’s are integrated into the courseworks  Criticized as neglecting the intellectual development of learners
  • 12.  Heavily loaded with societal concerns, problems and issues  May be aimed at making the school, the teachers and the students agents of social change
  • 13.  What educational purposes should the school seek to attain?  What educational experience can be provided that is likely to obtain the purpose?  How can these educational experiences be effectively organized?  How can we determine whether these purposes are being attained?
  • 14. 1. Aims and objectives 2. Content and learning experiences 3. Method and organization 4. Evaluation
  • 15.
  • 16. TECHNICAL-SCIENTIFIC NON-SCIENTIFIC  Emphasis on well-  Does not usually formulated objectives proceed from predetermined objectives  Interests, needs and  These objectives are concerns of learner the bases for are bases for selection and selection and organization of organization of content and content and evaluation procedure. evaluation of learning.
  • 17. Based on desired outcomes of teaching-learning process: development of knowledge, skills, values, attitudes and habits
  • 18. Philosophy – provides basis for general theory of education and suggests its goals Aims – are considered as “orientations” Goals – are specific statements used as guidelines for achieving purposes Objectives – may describe school-wide outcomes or specific behaviors
  • 19.
  • 20. The major educational philosophies are:  Perennialism  Essentialism  Humanism/Progressivism  Reconceptualism  Reconstructionism
  • 21.  Oldest and most traditional  “perennial” means everlasting  Education is viewed as the transmission of the unchanging knowledge of the universe  Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.)
  • 22.  Protest against perennialist thinking  Education is viewed as human development that starts from the needs and interest of learners.  Focuses more on the child than the subject matter
  • 23.  Related to progressivism  Learner-centered, relevant and humanistic education  More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-learning process
  • 24.  Surfaced in opposition to progressivism  Education is viewed as mastery of essential skills.  Focus is on the three R’s, English, history and science.
  • 25.  Criticized progressivists’ over- emphasis on child-centered learning  Is society-centered  Asserts that the creation of a better society is the ultimate purpose of education  Focus is alleviating discrimination and poverty, school integration
  • 26. Three Different Domains  Cognitive  Affective  Psychomotor
  • 27. LEVEL BEHAVIORAL TERMS  Knowledge  define, describe, identify  Comprehension  explain, paraphrase, infer  Application  solve, predict, operate  Analysis  differentiate, relate, select  Synthesis  organize, create, develop  Evaluation  appraise, criticize, judge
  • 28. LEVEL BEHAVIORAL TERMS  Receiving  listen, watch, observe  Responding  answer, assist, comply  Valuing  prefer, appreciate, justify  Organization  adhere, defend, accept  Characterization  display, influence, practice
  • 29. CATEGORY THESE INCLUDE:  Reflex movements  Segmental /inter reflex  Fundamental  Walk, run, jump, push movements  Perceptual abilities  Visual, auditory, tactile  Physical Abilities  Endurance, strength  Skilled movements  Games, sports, dances  Non-discussive  Posture, gesture communication
  • 30. IN FAVOR AGAINST  Provide criteria for  Behavioral change assessment cannot be equated with  Facilitate learning Denies the student of communication of  freedom of choice intended outcomes  Creativity and  Measurable innovativeness can be outcomes overlooked
  • 31. DepEd has come out in full support of behavioral objectives for classroom use.
  • 32. Content can have different meanings:  A list of subjects for a grade or year level  A discipline (i.e. science, math)  A specific subject (e.g. biology, physics)
  • 33. Content has three components which are considered in selection of content: 1. Knowledge 2. Process/skill 3. Affective
  • 34. Concepts – regularities in objects of events designated by labels Ex: concept of water (liquid, colorless) Principles – significant relationships between and among concepts Ex: Water boils at 100˚C
  • 35. Theories – contain a set of logically related principles that attempt to explain a phenomenon Ex: Theory of Relativity Laws – theories that have wide applicability and have been continuously proven to hold true. Ex: Laws of Motion
  • 36. Mental processes – used in handling, dealing with or transforming information and concepts Physical/manipulative processes – used for moving and handling objects
  • 37. Attitudes– have feeling and emotional tones Ex: openness, respect for others’ rights Values – serve as basis for determining when attitudes and behaviors are appropriate and which are not. Ex: truth, honesty, justice
  • 38. Relevance – Content reflects the social, cultural and technological realities of the time Balance – There is a balance between the two polar goals of education: what is constant and what is changing. There should also be balance between the three domains of learning.
  • 39. Validity – refers to accuracy or inaccuracy of the content. Content should also coincide with the expressed aims of the curriculum. Learnability – Content should be selected in consideration with the learners’ level of development.
  • 40. Feasibility – This criterion considers: • resources (human, physical and financial) • time allotment • school calendar • enabling legislation • public support
  • 41.  Instructional component of the curriculum providing for the interaction between teacher, student and content  These include:  Teaching methods  Learning activities
  • 42. Appropriateness – Learning experiences should be suitable to content, objectives, domain, and learners’ level of development. Feasibility – feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations
  • 43. Variety – Different activities and methods are required by different disciplines and domains. Optimal Value – Learning experiences should encourage learners to continue learning on their own.
  • 44. Learning outcomes •subject-centered •learner centered •social-centered Skills Content Concepts •cognitive Experiences •scope Experiences •concrete •psychomotor •sequence •abstract Experiences Values and Attitudes
  • 45.  Curriculum Development: The Philippine Experience.  Garcia, Dolores (2007). Designing Curriculum. Rex Book Store.  Reyes, Flordeliza C. (2000). Engineering the Curriculum. De La Salle University Press.