this is education department working task

1. Curriculum Design

2. Design
 the arrangement of the
elements of a curriculum into a
substantive entity

3. Elements of Curriculum
Design
 Aims, Goals, and Objectives
 Subject Matter
 Learning Experiences
 Evaluation Approaches

4. Sources for Curriculum
Design
 Science
 Society
 Eternal and Divine Sources
 Knowledge
 Learner

5. Science as a Source
 Scientific method provides meaning
for the curriculum design
 Designs that stress learning how to
learn or “thinking” curricula
emphasize scientific procedures
 Coincides with the scientific and
rational world of Western culture

6. Society as a Source
 School is an agent of society, thus
the school should draw its ideas for
the curriculum from the analysis of
the social situation
 Curriculum design can only be
completely understood if it is
contextualized socially,
economically, and politically

7. Eternal and Divine
Sources
 Draw on the past for guidance
as to what is appropriate
content
 Related to eternal truth
revealed through such sources
as the Bible or other religious
documents

8. Knowledge as a Source
 Disciplined Knowledge
• has a particular method or
methods by which scholars extend
its boundaries
 Undisciplined Knowledge
• does not have unique content, but
has content that is clustered
according to the focus of the
investigation

9. The Learner as a Source
 Curriculum should be derived
from what we know about the
learner---how he learns. Forms
attitudes, generates interests,
and develops values

10. Conceptual Framework
 Horizontal organization
• scope and integration
• side by side arrangement of
curriculum elements
• sequence and continuity
• longitudinal placement of curriculum
elements

11. Design Dimension
Considerations
 Scope
 Sequence
 Continuity
 Integration
 Articulation
 Balance

12. Scope
 breath and depth of curriculum
content

13. 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

14. Continuity
 vertical manipulation or
repetition of curriculum
components

15. Integration
 linking of all types of knowledge
and experiences contained
within the curriculum plan
 enables the individual to
comprehend knowledge as
unified

16. 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

17. Balance
 giving appropriate weight to
each aspect of the design so
that distortions do not occur

18. Representative
Curriculum Designs
 Subject-Centered Designs
 Learner-Centered Designs
 Problem-Centered Designs

19. Subject-Centered
Designs
 Subject Design
 Discipline Design
 Broad Fields Design
 Correlation Design
 Process Design

20. Subject Design
 Based on the belief that what
makes humans unique and
distinctive is their intellect and
the searching for and
attainment of knowledge are
the natural fulfillment of that
intellect
 Curriculum is organized
according to how essential

21. Subject Design-Strengths
& Weaknesses
 Emphasis on verbal
activities
 Introduces
students to the
essential
knowledge of
society
 Easy to deliver
 Traditional
 Prevents
individualization
 Disempowers students
 Fails to foster social,
psychological, and
physical development
 Compartmentalizes
learning
 Neglects students’
needs, interests,
experiences
 Fosters passivity

22. Discipline Design
 Based on the inherent
organization of content
 The manner in which content is
learned is suggested by the
methods scholars employ to
study the content of their fields.

23. Discipline Design-
Strengths &
Weaknesses
 Students attain
mastery of
content and
independent
learning
 Subjects to be
taught to any
child at any
stage of
development
 Ignores information
that cannot be
classified as
disciplined
knowledge
 Addresses only the
interests of the
college bound
 Students must
adapt to the
curriculum

24. Broad Fields Design
(Interdisciplinary)
 Attempts to integrate content that
appears to fit together logically
 Allows students to discern
relationships among the various
aspects of the curriculum content,
as well as wholeness of meaning
 Students are invited to participate
through the construction of meaning
in grasping the meaning or meanings
of the whole

25. Broad Fields- Strengths
& Weaknesses
 Allows students
to discern
relationships
among various
aspects of
curriculum
content
 Students
participate in
the construction
 Issue of breadth
vs depth

26. Correlation Design
 Allows for some linkage of
separate subjects in order to
reduce fragmentation of the
curricular content

27. Correlation- Strengths &
Weaknesses
 Allows linkage
of some
subjects to
reduce
fragmentation
 Requires
alternative
forms of
scheduling
 Requires
teachers to plan
differently
(cooperatively)

28. Process Design
 Gives attention to the procedures
and processes by which individuals
advance knowledge, either in
specific disciplines or in general
 Emphasizes those procedures and
dispositions to act that enable
students to analyze their realities
and create frameworks by which the
knowledge derived can be arranged

29. Process- Strengths &
Weaknesses
 Teaches how to
learn and think
critically
 Lacks emphasis
on content

30. Learner-Centered
Designs
 Child Centered Designs
 Experience-Centered Designs
 Romantic (Radical) Designs
 Humanistic Designs

31. Child Centered Designs
 Students must be active in their
environments if we are to
optimize learning
 Curriculum should be based on
students’ lives, needs, and
interests

32. Child-Centered
Strengths &
Weaknesses
 Empowers
students
through
ownership of
knowledge
 Allows for
constructivist
learning
 Content not
specific

33. Experience Centered
Designs
 Everything has to be done “on
the spot”---we cannot anticipate
the interests and needs of
children

34. Experience Centered
Strengths &
Weaknesses
 Based on
natural
experiences of
children
 Not specific

35. Romantic (Radical)
Designs
 Emancipation is the goal of education
 Individuals should gain those
awarenesses, competencies, and attitudes
to enable them to take control of their
lives
 Learning results from the interaction
among people; by challenging content and
permitting different views about the
content, as well as from critiquing the
purposes of the information presented

36. Romantic Strengths &
Weaknesses
 Emancipates the
learner
 Threatens
status quo

37. Humanistic Designs
 The focus of attention should be on
the subject nature of human
existence; there is a relationship
between learning and feeling
 Empowering individuals
 Stress the development of positive
self-concept and interpersonal skills

38. Humanistic Strengths
&Weaknesses
 Promotes self esteem
 Empowers individuals
 Inadequate consideration
of methods in light of
consequences for
learners
 Inconsistent emphasis on
uniqueness of individuals
and activities that all
students experience
 Too much emphasis on
the needs of the
individual over the overall
society
 Does not integrate what
is known about human
learning and development

39. Problem-Centered
Designs
 Life-Situations Design
 Core Design
 Social problems and
Reconstructionist Designs

40.  Persistent life situations are crucial to a society’s
successful functioning; it makes sense to organize
a curriculum around them
 Students will see direct relevance to what they are
studying if the content is organized around aspects
of community life
 By having students study social or life situations,
they not only study ways to improve society but
become directly involved in that improvement
Life Situation Design

41. Life Situations Strengths &
Weaknesses
 Presents subject
matter in an
integrated
manner
 Encourages
students to
learn and apply
problem solving
procedures
 Relevant
 How to
determine scope
and sequence of
essential areas
of learning
 Does not expose
student
adequately to
their cultural
heritage

42.  Centers on general education
and is based on problems
arising out of common human
activities
Core Design

43. Core Strengths &
Weaknesses
 Unifies content
 Provides relevant
subject matter
 Encourages active
processing of
information
 Fosters democratic
processes in the
classroom
 Nontraditional
 Ignores the
fundamentals
 Materials are
hard to find
 Requires an
exceptional
teacher

44. Social Problems and
Reconstructionist
Design
 Curriculum should address
contemporary social problems
and social action projects
aimed at reconstructing society
 Educators will effect social
change and create a more just
society

45. Strengths &
Weaknesses