By Mr. Antonio T. Delgado, BSE III
By Mr. Antonio T. Delgado, BSE III
General De Jesus College
Definition of Curriculum, revisitedDefinition of Curriculum, revisited
Curriculum Design, definedCurriculum Design, defined
Types of Curriculum DesignTypes of Curriculum Design
Elements of Curriculum DesignElements of Curriculum Design
Selection of ObjectivesSelection of Objectives
Selection of ContentSelection of Content
The sum of learning stated asThe sum of learning stated as
educational ends, educational educational ends, educational
activities, school subjects and/or activities, school subjects and/or topics decided upon and provided topics decided upon and provided within the framework of an
within the framework of an
educational institution or in a less educational institution or in a less formal setup ( Garcia, 2007).
All the learning which is All the learning which is planned andplanned and
guided by the school, whether it is guided by the school, whether it is carried on in groups or individually, carried on in groups or individually, inside or outside the school.
something's form and structuresomething's form and structure
(Microsoft® Encarta® 2009) (Microsoft® Encarta® 2009)
way something is madeway something is made
(Microsoft® Encarta® 2009) (Microsoft® Encarta® 2009)
Refers to the structure or theRefers to the structure or the
arrangement of the components or arrangement of the components or elements of a curriculum
may be broadly categorized into themay be broadly categorized into the
following major groups: following major groups:
1.
1. Traditional or subject centeredTraditional or subject centered
designs designs
2.
2. Learner-centered designsLearner-centered designs
3.
3. Problem-centered or society-Problem-centered or
society-centered designs centered designs
Are subject-centeredAre subject-centered
The emphasis is on making theThe emphasis is on making the
learners absorb as much knowledge learners absorb as much knowledge as possible concerning a particular as possible concerning a particular course or broad field
course or broad field
Are easy to develop and to Are easy to develop and to implementimplement
because highly-structured because highly-structured
Criticized because they do not makeCriticized because they do not make
provisions for the differential needs provisions for the differential needs and interests of learners
and interests of learners
Most popular not only in theMost popular not only in the
Philippines but in most parts of the Philippines but in most parts of the world
May be based on the May be based on the anticipatedanticipated
needs and interest of the learners needs and interest of the learners
Usually built upon normal activitiesUsually built upon normal activities
children engage in (i.e.
children engage in (i.e. playing,playing, storytelling, drawing)
storytelling, drawing)
Content is not organized into subjectsContent is not organized into subjects
(Math, Science, etc.) but into (Math, Science, etc.) but into
courseworks (playing, storytelling) courseworks (playing, storytelling)
The three R’s are integrated into the
The three R’s are integrated into the
courseworks courseworks
Criticized as neglecting theCriticized as neglecting the
intellectual development of learners intellectual development of learners
Heavily loaded with societal concerns,Heavily loaded with societal concerns,
problems and issues problems and issues
May be aimed at making the May be aimed at making the school,school,
the teachers and the students agents the teachers and the students agents of social change
What educational purposes should theWhat educational purposes should the
school seek to attain? school seek to attain?
What educational experience can beWhat educational experience can be
provided that is likely to obtain the provided that is likely to obtain the purpose?
purpose?
How can these educationalHow can these educational
experiences be effectively organized? experiences be effectively organized?
How can we determine whether theseHow can we determine whether these
purposes are being attained? purposes are being attained?
1.
1. Aims and objectivesAims and objectives
2.
2. Content and learning experiencesContent and learning experiences
3.
3. Method and organizationMethod and organization
4.
TECHNICAL-SCIENTIFIC NON-SCIENTIFIC TECHNICAL-SCIENTIFIC NON-SCIENTIFIC
Emphasis on well-Emphasis on
well-formulated objectives formulated objectives
These objectives areThese objectives are the bases for
the bases for selection and selection and organization of organization of content and content and evaluation procedure. evaluation procedure.
Does not usuallyDoes not usually proceed from proceed from predetermined predetermined objectives objectives
Interests, needs andInterests, needs and concerns of learner concerns of learner are bases for
are bases for selection and selection and organization of organization of content and content and evaluation of evaluation of learning. learning.
Based on desired outcomes of Based on desired outcomes of
teaching-learning process: teaching-learning process:
development of knowledge, skills, development of knowledge, skills,
values, attitudes and habits values, attitudes and habits
––
provides basis for generalprovides basis for general theory of education and suggests its theory of education and suggests its goalsgoals
–– are considered as “orientations”
are considered as “orientations”
––
are specific statements used asare specific statements used as guidelines for achievingguidelines for achieving purposespurposes
––
may describe school-widemay describe school-wide outcomes or specific behaviorsThe major educational philosophies are: The major educational philosophies are:
PerennialismPerennialism EssentialismEssentialism Humanism/ProgressivismHumanism/Progressivism ReconceptualismReconceptualism ReconstructionismReconstructionism
Oldest and most traditionalOldest and most traditional
“perennial” means everlasting
“perennial” means everlasting
Education is viewed as theEducation is viewed as the
transmission of the unchanging transmission of the unchanging knowledge of the universe
knowledge of the universe
Focus is on permanent studies whichFocus is on permanent studies which
are timeless (e.g. philosophy, logic, are timeless (e.g. philosophy, logic, etc.)
Protest against perennialist thinkingProtest against perennialist thinking
Education is viewed as humanEducation is viewed as human
development that starts from the development that starts from the needs and interest of learners.
needs and interest of learners.
Focuses more on the child than theFocuses more on the child than the
subject matter subject matter
Related to progressivismRelated to progressivism
Learner-centered, relevant andLearner-centered, relevant and
humanistic education humanistic education
More emphasis on holistic,More emphasis on holistic,
transcendental, linguistic and artistic transcendental, linguistic and artistic aspects of the teaching-learning
aspects of the teaching-learning process
Surfaced in opposition toSurfaced in opposition to
progressivism progressivism
Education is viewed as mastery of Education is viewed as mastery of
essential skills. essential skills.
Focus is on the three R’s, English,
Focus is on the three R’s, English,
history and science. history and science.
Criticized progressivistsCriticized progressivists
’ over
’ over
--emphasis on child-centered learning emphasis on child-centered learning
Is society-centeredIs society-centered
Asserts that the creation of a betterAsserts that the creation of a better
society is the ultimate purpose of society is the ultimate purpose of education
education
Focus is alleviating discrimination andFocus is alleviating discrimination and
poverty, school integration poverty, school integration
Three Different Domains Three Different Domains
CognitiveCognitive AffectiveAffective PsychomotorPsychomotor
LEVEL
LEVEL BEHAVIORAL BEHAVIORAL TERMSTERMS
KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation
define, describe, identify define, describe, identify
explain, paraphrase, infer explain, paraphrase, infer
solve, predict, operate solve, predict, operate
differentiate, relate, select differentiate, relate, select
organize, create, develop organize, create, develop
LEVEL
LEVEL BEHAVIORAL BEHAVIORAL TERMSTERMS
ReceivingReceiving RespondingResponding ValuingValuing OrganizationOrganization CharacterizationCharacterization
listen, watch, observe listen, watch, observe
answer, assist, comply answer, assist, comply
prefer, appreciate, justify prefer, appreciate, justify
adhere, defend, accept adhere, defend, accept
CATEGORY
CATEGORY THESE THESE INCLUDE:INCLUDE:
Reflex movementsReflex movements
FundamentalFundamental movements movements
Perceptual abilitiesPerceptual abilities
Physical AbilitiesPhysical Abilities
Skilled movementsSkilled movements
Non-discussiveNon-discussive communication communication
Segmental /inter reflex Segmental /inter reflex
Walk, run, jump, push Walk, run, jump, push
Visual, auditory, tactile Visual, auditory, tactile
Endurance, strength Endurance, strength
Games, sports, dances Games, sports, dances
IN
IN FAVOR FAVOR AGAINSTAGAINST
Provide criteria forProvide criteria for assessment assessment FacilitateFacilitate communication of communication of intended outcomes intended outcomes MeasurableMeasurable outcomes outcomes
Behavioral changeBehavioral change
cannot be equated with cannot be equated with learning
learning
Denies the student of Denies the student of
freedom of choice freedom of choice
Creativity andCreativity and
innovativeness can be innovativeness can be overlooked
DepEd has come out in full support of DepEd has come out in full support of
behavioral objectives for
behavioral objectives for classroomclassroom use.
Content can have
Content can have different meanings:different meanings:
A list of subjects for a grade or yearA list of subjects for a grade or year
level level
A discipline (i.e. science, math)A discipline (i.e. science, math)
A specific subject (e.g. A specific subject (e.g. biology,biology,
physics) physics)
Content has three
Content has three components whichcomponents which
are considered in selection of content: are considered in selection of content:
1. 1. KnowledgeKnowledge 2. 2. Process/skillProcess/skill 3. 3. AffectiveAffective
––
regularities in objects of regularities in objects of events designated by labelsevents designated by labels Ex: concept of water
Ex: concept of water (liquid, colorless)(liquid, colorless)
––
significant relationshipssignificant relationships between and among conceptsbetween and among concepts
Ex: Water boils at 100˚C
Ex: Water boils at 100˚C
––
contain a set of logicallycontain a set of logically related principles that attempt to related principles that attempt to explain a phenomenonexplain a phenomenon Ex: Theory of Relativity Ex: Theory of Relativity
––
theories that have widetheories that have wide applicability and have been applicability and have beencontinuously proven to hold true. continuously proven to hold true. Ex: Laws of Motion
––
used in handling,used in handling, dealing with or tdealing with or transformingransforming information and concepts
information and concepts
––
usedused for moving and handling objects––
have feeling and emotionalhave feeling and emotional tonestones
Ex: openness, respect for others’
Ex: openness, respect for others’
rights rights
––
serve as basis for determiningserve as basis for determining when attitudes and behaviors arewhen attitudes and behaviors are appropriate and which are not.
appropriate and which are not. Ex: truth, honesty, justice
––
Content reflects the social,Content reflects the social, cultural and technological realities of cultural and technological realities of the timethe time
––
There is a balance betweenThere is a balance betweenthe two polar goals of education: what the two polar goals of education: what is
is constant constant and what isand what is changing changing .. There should also be balance There should also be balance between the three domains of between the three domains of learning.
––
refers to accuracy orrefers to accuracy or inaccuracy of the content.inaccuracy of the content.
Content should also coincide with Content should also coincide with the expressed aims of the curriculum. the expressed aims of the curriculum.
––
Content should beContent should beselected in consideration with the selected in consideration with the
learners’ level of development.
learners’ level of development.
––
This criterion considers:This criterion considers:•
• resources (human, physical andresources (human, physical and
financial) financial)
•
• time allotmenttime allotment •
• school calendarschool calendar •
• enabling legislationenabling legislation •
Instructional component of theInstructional component of the
curriculum providing for the curriculum providing for the
interaction between teacher, student interaction between teacher, student and content
and content
These include:These include:
Teaching methodsTeaching methods
––
Learning experiencesLearning experiences should be suitable to content,should be suitable to content,
objectives, domain, and learners’ level
objectives, domain, and learners’ level
of development. of development.
––
feasible in terms of time,feasible in terms of time, qualification, experience of staff,qualification, experience of staff,
available resources, safety and legal available resources, safety and legal considerations
––
Different activities andDifferent activities andmethods are required by different methods are required by different disciplines and domains.
disciplines and domains.
––
Learning experiencesLearning experiencesshould encourage learners to continue should encourage learners to continue learning on their own.
•
•subject-centeredsubject-centered •
•learner centeredlearner centered • •social-centeredsocial-centered • •cognitivecognitive • •psychomotorpsychomotor • •concreteconcrete • •abstractabstract • •scopescope • •sequencesequence
Curriculum Development: The Curriculum Development: The
Philippine Experience. Philippine Experience.
Garcia, Dolores (2007).Garcia, Dolores (2007). Designing Designing
Curriculum.
Curriculum. Rex Book Store.Rex Book Store.
Reyes, Flordeliza C. (2000).Reyes, Flordeliza C. (2000).
Engineering the Curriculum.
Engineering the Curriculum. De LaDe La Salle University Press.
