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Dimensions and Principles of Curriculum Design

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Curriculum Development

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Dimensions and Principles of Curriculum Design

  1. 1. MODULE II - LESSON 2(CRAFTING THE CURRICULUM)
  2. 2. DIMENSIONS  SCOPE  SEQUENCE  INTEGRATION  CONTINUITY  ARTICULATION  BALANCE
  3. 3. SCOPE All the content, topics, learning experiences and organizing threads comprising the educational plan. (Tyler in Ornstein – 2004) Provides boundaries in the curriculum as it applies to the different educational levels. It is here where the decision making skill of the teacher is needed. Can divided into chunks – units, sub-units, chapters.
  4. 4. SEQUENCE A particular order in which related events, movements, or things follow each other. Vertical relationship among the elements to provide continuous and cumulative learning 4 Principles (Smith, Stanley, Shore – 1957)  Simple to Complex Learning  Prerequisite Learning  Whole to Part Learning  Chronological Learning
  5. 5. SEQUENCE (cont.) 5 Major Principles in Organizing contents in units (Posner, Rudnitsky – 1994) 1. World–related sequence  Space  Time  Physical Attributes 2. Concept-related sequence  Class relations  Propositional relations
  6. 6. SEQUENCE (cont.) 3. Inquiry-related sequence 3. Learning-related sequence  Empirical prerequisites  Familiarity  Difficulty  Interest
  7. 7. CONTINUITY The unbroken and consistent existence or operation of something over a period of time. Enables the learner to strengthen the permanency of learning and development of skills. “Spiral Curriculum” – content is organized according to the interrelationship between the structure of the basic ideas of a major discipline. (Gerome Bruner)
  8. 8. INTEGRATION “Everything is integrated and interconnected. Life is a series of of emerging themes.”ARTICULATION Can be done vertically or horizontally.BALANCE To establish this, equitable assignment of content, time, experiences and other elements.
  9. 9. GUIDELINES IN CURRICULUMDESIGN Curriculum design committee should involve teachers, parents, administrators and students. School’s vision, mission, goals and objectives should be reviewed and used as a bases for curriculum design. The needs and interests of the learners, in particular, and the society, in general, should be considered. Alternative curriculum design should consider pros and cons in terms of costs, scheduling, class size, facilities and personnel required. The curriculum design should take into account cognitive, affective, psychomotor skills and outcomes.

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