By Mr. Antonio T. Delgado, BSE III General De Jesus College Definition of Curriculum, revisited Curriculum Design, defined Types of Curriculum Design Elements of Curriculum Design Selection of Objectives Selection of Content Selection of Learning Experiences The sum of learning stated as educational ends, educational activities, school subjects and/or topics decided upon and provided within the framework of an educational institution or in a less formal setup ( Garcia, 2007). All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school. something's form and structure (Microsoft® Encarta® 2009) way something is made (Microsoft® Encarta® 2009) Refers to the structure or the arrangement of the components or elements of a curriculum may be broadly categorized into the following major groups: 1. Traditional or subject centered designs 2. Learner-centered designs 3. Problem-centered or societycentered designs Are subject-centered The emphasis is on making the learners absorb as much knowledge as possible concerning a particular course or broad field Are easy to develop and to implement because highly-structured Criticized because they do not make provisions for the differential needs and interests of learners Most popular not only in the Philippines but in most parts of the world May be based on the anticipated needs and interest of the learners Usually built upon normal activities children engage in (i.e. playing, storytelling, drawing) Content is not organized into subjects (Math, Science, etc.) but into courseworks (playing, storytelling) The three R’s are integrated into the courseworks Criticized as neglecting the intellectual development of learners Heavily loaded with societal concerns, problems and issues May be aimed at making the school, the teachers and the students agents of social change What educational purposes should the school seek to attain? What educational experience can be provided that is likely to obtain the purpose? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? 1. 2. 3. 4. Aims and objectives Content and learning experiences Method and organization Evaluation TECHNICAL-SCIENTIFIC Emphasis on wellformulated objectives These objectives are the bases for selection and organization of content and evaluation procedure. NON-SCIENTIFIC Does not usually proceed from predetermined objectives Interests, needs and concerns of learner are bases for selection and organization of content and evaluation of learning. Based on desired outcomes of teaching-learning process: development of knowledge, skills, values, attitudes and habits Philosophy – provides basis for general theory of education and suggests its goals Aims – are considered as “orientations” Goals – are specific statements used as guidelines for achieving purposes Objectives – may describe school-wide outcomes or specific behaviors The major educational philosophies are: Perennialism Essentialism Humanism/Progressivism Reconceptualism Reconstructionism Oldest and most traditional “perennial” means everlasting Education is viewed as the transmission of the unchanging knowledge of the universe Focus is on permanent studies which are timeless (e.g. philosophy, logic, etc.) Protest against perennialist thinking Education is viewed as human development that starts from the needs and interest of learners. Focuses more on the child than the subject matter Related to progressivism Learner-centered, relevant and humanistic education More emphasis on holistic, transcendental, linguistic and artistic aspects of the teaching-learning process Surfaced in opposition to progressivism Education is viewed as mastery of essential skills. Focus is on the three R’s, English, history and science. Criticized progressivists’ overemphasis on child-centered learning Is society-centered Asserts that the creation of a better society is the ultimate purpose of education Focus is alleviating discrimination and poverty, school integration Three Different Domains Cognitive Affective Psychomotor LEVEL BEHAVIORAL TERMS Knowledge Comprehension Application Analysis Synthesis Evaluation define, describe, identify explain, paraphrase, infer solve, predict, operate differentiate, relate, select organize, create, develop appraise, criticize, judge LEVEL BEHAVIORAL TERMS Receiving Responding Valuing Organization Characterization listen, watch, observe answer, assist, comply prefer, appreciate, justify adhere, defend, accept display, influence, practice CATEGORY Reflex movements Fundamental movements Perceptual abilities Physical Abilities Skilled movements Non-discussive communication THESE INCLUDE: Segmental /inter reflex Walk, run, jump, push Visual, auditory, tactile Endurance, strength Games, sports, dances Posture, gesture IN FAVOR Provide criteria for assessment Facilitate communication of intended outcomes Measurable outcomes AGAINST Behavioral change cannot be equated with learning Denies the student of freedom of choice Creativity and innovativeness can be overlooked DepEd has come out in full support of behavioral objectives for classroom use. Content can have different meanings: A list of subjects for a grade or year level A discipline (i.e. science, math) A specific subject (e.g. biology, physics) Content has three components which are considered in selection of content: 1. Knowledge 2. Process/skill 3. Affective Concepts – regularities in objects of events designated by labels Ex: concept of water (liquid, colorless) Principles – significant relationships between and among concepts Ex: Water boils at 100˚C Theories – contain a set of logically related principles that attempt to explain a phenomenon Ex: Theory of Relativity Laws – theories that have wide applicability and have been continuously proven to hold true. Ex: Laws of Motion Mental processes – used in handling, dealing with or transforming information and concepts Physical/manipulative processes – used for moving and handling objects Attitudes– have feeling and emotional tones Ex: openness, respect for others’ rights Values – serve as basis for determining when attitudes and behaviors are appropriate and which are not. Ex: truth, honesty, justice Relevance – Content reflects the social, cultural and technological realities of the time Balance – There is a balance between the two polar goals of education: what is constant and what is changing. There should also be balance between the three domains of learning. Validity – refers to accuracy or inaccuracy of the content. Content should also coincide with the expressed aims of the curriculum. Learnability – Content should be selected in consideration with the learners’ level of development. Feasibility – This criterion considers: • resources (human, physical and financial) • time allotment • school calendar • enabling legislation • public support Instructional component of the curriculum providing for the interaction between teacher, student and content These include: Teaching methods Learning activities Appropriateness – Learning experiences should be suitable to content, objectives, domain, and learners’ level of development. Feasibility – feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations Variety – Different activities and methods are required by different disciplines and domains. Optimal Value – Learning experiences should encourage learners to continue learning on their own. Learning outcomes •subject-centered •learner centered •social-centered Skills •cognitive •psychomotor Content Experiences Experiences •scope •sequence Experiences Values and Attitudes Concepts •concrete •abstract Curriculum Development: The Philippine Experience. Garcia, Dolores (2007). Designing Curriculum. Rex Book Store. Reyes, Flordeliza C. (2000). Engineering the Curriculum. De La Salle University Press.
