Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Chinly Ruth Alberto, profile picture
Uploaded byChinly Ruth Alberto
PPTX, PDF29,784 views

Sources of Curriculum Design

This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.

Education◦
Related topics:
Conceptual Frameworks•
SOURCES OF CURRICULUM DESIGN EdM 402 – Advanced Curriculum Development Reporter: Chinly Ruth T. Alberto (MAEM)
their experiences, their lived histories, their values, their belief systems, their social interactions, and their
CURRICULUM DESIGNERS PHILOSOPHICAL, SOCIAL, & POLITICAL VIEWPOINTS (society & learner) VIEWPOINTS  CURRICULUM’S SOURCES
“Educational action begins with recognizing one’s beliefs and values, which influence what one considers
PHILOSOPHICAL, SOCIAL, POLITICAL  we design curriculum with limited or confused rationales
How do we choose from among various ideas of education? What are the sources to be considered and how to organize them?
D I V E R S I T Y THERE IS NO SIMPLE ANSWER. Educational thinkers and doers
SCIENCE as a source
SCIENCE as a source depend on the scientific method value the observable and quantifiable elements prioritized problem solving highlight LEARNING HOW TO LEARN
SCIENCE as a source founded on cognitive psychology value science and organization of knowledge curriculum should prioritize the teaching of thinking strategies
“With knowledge explosion in our time, the only endless journey seems to be the
SOCIETY as a source
SOCIETY as a source school is a vehicle for the development of society ideas should come from the exploration of the social situation consider the present and future characteristics of
“School must recognize that they are part and parcel of the design to
SOCIETY as a source should not disregard social multiplicity (foreigners & immigrants), ethnic groups, and social classes must be managed within social, economic, and political contexts
“No curriculum or curriculum design can be considered or created apart from the people who make up our
MORAL DOCTRINE as a source
MORAL DOCTRINE as a source look into the past for guidance in present work on the content stress lasting truths advanced by the great thinkers of the past emphasis is on the content and labels some subjects as
MORAL DOCTRINE as a source BIBLE/ OTHER RELIGIOUS DOCUMENTS reference, common in schools during Spanish period lesser influence in public schools today because of church and state separation private and parochial schools still support this
“Education can address spirituality without bringing in religion. To have spirit is to
MORAL DOCTRINE as a source being in touch with spirit allows one to see the essences of reality and to generate new ways of viewing knowledge, new relationships among people, and new ways of perceiving one’s existence
“Spirituality fosters mindfulness, attentiveness, awareness of the outside world,
MORAL DOCTRINE as a source SPIRITUAL INDIVIDUALS develop empathy, insight & compassion consider and promote welfare of others welcome differing viewpoints ask questions about the nature of the world, the purpose of life, and
“Viewing curriculum as religious text may allow for a blending of truth, faith, knowledge, ethics, thought,
Thank you for listening!
References
GROUP ACTIVITY Create your own curriculum design through a SmartArt or graphic organizer with the following features: –Source of Curriculum –Conceptual Framework –Curriculum Design Qualities –Type of Curriculum Design
SOURCES OF CURRICULUM •Science •Society •Moral Doctrine •Knowledge •Learner
CONCEPTUAL FRAMEWORK •Horizontal Organization •Vertical Organization
CURRICULUM DESIGN QUALITIES •Scope •Sequence •Continuity •Integration •Articulation Balance
TYPES OF CURRICULUM DESIGN • SUBJECT-CENTERED DESIGNS –Subject, Discipline, Correlational, Process • LEARNER-CENTERED DESIGNS –Child-centered, Experience-centered, Romantic(Radical), Humanistic Design • PROBLEM-CENTERED DESIGNS –Life-situation Design or Reconstructionist Design
SCORING RUBRIC CRITERIA PERCENTAGE CONTENT 20% CREATIVITY 25% ORGANIZATION 20% PRESENTATION 25% SUBMISSION 10% TOTAL 100%