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Foundational Concepts in Curriculum Design and Development, DE GUZMAN,…
Foundational Concepts in Curriculum Design and Development
MODULE 1A: CONCEPTS OF CURRICULUM
Definition of Curriculum
has content
comprises the experiences of children for which the school is responsible.
planned
a series of courses to be taken by students
considers the learners and their interaction with each other, the teacher and the materials
Evaluates output and outcomes
Types of Curricula
Formal Curriculum
Incformal Curriculum
Actual Curriculum
Core Curriculum
Extra-Mural Curriculum
Hidden/Collateral Curriculum
Curriculum Perspectives
Rationalist
Empiricists
Pragmatists
Existentialists
Elements of Curriculum
Purpose (goals & objectives)
Content or Subject Matter
Methods
Evaluation
MODULE 1B: APPROACHES TO CURRICULUM DEVELOPMENT
Curriculum Evaluation
Areas of curriculum qualified for evaluation:
Mission statement (Philosophy)
Sequence (Order)
Continuity (Without disruption)
Scope (Depth/variety of content)
Articulation (How parts fit)
Balance (Qualitative and Quantitative Aspect of content)
Coherence (relationship among different components)
Curriculum Evaluation Approaches
Bureaucratic
Autocratic
Democratic
Norm-referenced
Criterion-referenced
Forms of Evaluation
Formative Evaluation
Summative Evaluation
:
Curriculum Implementation
Factors
TEACHER
Reduce general goals to specific instructional objectives
Assess prior student knowledge and/or abilities
Break learning into small, sequential steps
LEARNERS
RESOURCE MATERIALS AND FACILITIES
STAKEHOLDERS
SCHOOL ENVIRONMENT
CULTURE AND IDEOLOGY
INSTRUCTIONAL SUPERVISION
ASSESSMENT
Curriculum Design
Models of Curriculum Design
The Objectives Model
The Process Model
Tyler’s Model
Wheeler’s Model
Kerr’s Model
Task Analysis Process
Establish or obtain general goals of education
Selection of Content
Identify teacher role
Selection of Learning Experience
Time allotment
Identify student behavior and role
Evaluate to see if the intended outcomes have been achieved
Dimensions of curriculum designs
Articulation and Alignment
Horizontal alignment.
Vertical alignment
Scope
Integrations
Continuity and Progression
Conceptual understanding
Procedural understanding
Sequence
Topical Sequencing
Spiral Sequencing
Curriculum Planning
Needs assessment
Determinants of curriculum planning
Learners psychological preparation
Learning Theory
Acquiring knowledge
Societal consideration
Political Factor
Social Factor.
Economic Factor.
Technological Factors
Environmental Factors
Curriculum Improvement/ Change
I. Sources of Curriculum Change and Innovation
Policy Decision
Internationalization
Technological change
II. Types of Change
Hardware Types
Software Types
III. Forms of Change
Alteration
Restructuring
Substitution
Addition
IV. Strategies and Models for Curriculum Change and Innovation
Participative Problem-Solving
Planned Linkage
Coercive Strategies
Open Input Strategies
V. Models of Curricular Innovation
The Research, Development and Diffusion Model
Problem-Solving Model
Social Interaction Model
MODULE 1C: CURRICULUM, INSTRUCTION AND ASSESSMENT IN THE CONTEXT OF SCIENCE CURRICULUM
Curriculum-Instruction-
Assessment
Curriculum
Instruction
Assessment
Salient features of Science Instruction
The teacher understands that the science curriculum promotes learning with understanding
The teacher understands that instruction in mathematics and science should engage students in a variety of learning activities that are purposefully designed to connect with what they already know and motivate them to work toward developing deeper understanding.
Curriculum
Consideration for the Learners
Learning Activities
Assessment
The teacher’s role in instruction:
➢ select and develop significant and meaningful problems, learning experiences, projects, and investigations for students.
➢ are members of learning communities.
➢ think systematically about their practice and learn from experience.
➢ responsible for managing and monitoring student learning.
➢ know the subjects they teach and how to teach those subjects to students.
➢ committed to students and their learning.
Assessment in science instruction
Formative Assessment
Summative Assessment
MODULE 1D: THE LEARNING DOMAINS
Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Affective Domain
Receiving
Responding to Phenomena
Valuing
Organization
Characterization
Psychomotor Domain
Perception
Set
Guided Response
Mechanism
Complex Overt Response
Adaptation
Origination
MODULE 1E: SCHOOL CURRICULUM AND INSTRUCTION
What Is a School Curriculum?
There is a source from which content and learning experiences are selected.
One or more people select content and learning experiences. Their selection is based on specified criteria and/or influenced by a number of factors.
The learner should experience a change in behavior after completing a program. Ideally, the behavior changes should be those expected by the educators involved in the teaching-learning process.
Reasons for Designing a School Curriculum
the capacity of the learner
the manipulative skills of the learner
the attitudes and value systems of the learner
Factors That Influence a School-Based Curriculum Design
National Goals of Education
Number of Subject Options Available
The Learner
the primary level
higher levels
Resource Availability
The Process of School Curriculum Designing
Diagnosis of Needs.
questions
• Who are the learners?
• Who are the teachers?
• Why is the program necessary?
• Where will the program be implemented?
• How will it be implemented?
Formulation of Objectives.
Selection of Content.
Organization of Content
Selection of Learning Experiences
Organization of Learning Experiences
Evaluation.
Curriculum Development and Instructional Development
Shared Aspects
A. Writing objectives
B. Sequence Objectives
C. Determine Student Needs and Interests
D. Develop Curriculum Materials
E. Evaluate Curriculum Materials effectiveness
DE GUZMAN, IRISH KLYD P.
III-20 BSCIEBIO