Curriculum Design

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 

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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).

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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.

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something's form and structure (Microsoft® Encarta® 2009) 

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way something is made (Microsoft® Encarta® 2009) 

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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) 

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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 

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NON-SCIENTIFIC

Emphasis on wellformulated objectives

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These objectives are the bases for selection and organization of  content and evaluation procedure.

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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.

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Based on desired outcomes of  teaching-learning process: development of knowledge, skills, values, attitudes and habits

– provides basis for general theory of education and suggests its goals

– are considered as “orientations” – are specific statements used as guidelines for achieving purposes – may describe school-wide outcomes or specific behaviors

The major educational philosophies are:  Perennialism  Essentialism  Humanism/Progressivism  Reconceptualism  Reconstructionism

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Oldest and most traditional

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“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. 

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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

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Knowledge

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define, describe, identify 

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Comprehension

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explain, paraphrase, infer 

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Application

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solve, predict, operate 

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Analysis

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differentiate, relate, select 

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Synthesis

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organize, create, develop 

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Evaluation

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appraise, criticize, judge 

LEVEL

BEHAVIORAL TERMS

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Receiving

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listen, watch, observe 

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Responding

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answer, assist, comply 

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Valuing

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prefer, appreciate, justify 

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Organization

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adhere, defend, accept 

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Characterization

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display, influence, practice 

CATEGORY  

Reflex movements Fundamental movements

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Perceptual abilities

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Physical Abilities

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Skilled movements

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Non-discussive communication

THESE INCLUDE: 

Segmental /inter reflex 

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Walk, run, jump, push 

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Visual, auditory, tactile 

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Endurance, strength 

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Games, sports, dances 

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Posture, gesture 

IN FAVOR 

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Provide criteria for assessment Facilitate communication of  intended outcomes Measurable outcomes

AGAINST 

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Behavioral change cannot be equated with learning Denies the student of  freedom of choice Creativity and innovativeness can be overlooked

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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

– regularities in objects of  events designated by labels Ex: concept of water (liquid, colorless) – significant relationships between and among concepts

Ex: Water boils at 100˚C

– contain a set of logically related principles that attempt to explain a phenomenon Ex: Theory of Relativity – theories that have wide applicability and have been continuously proven to hold true. Ex: Laws of Motion

– used in handling, dealing with or transforming t ransforming information and concepts

– used for moving and handling objects

– have feeling and emotional tones

Ex: openness, respect for others’ rights – serve as basis for determining when attitudes and behaviors are appropriate and which are not. Ex: truth, honesty, justice

– Content reflects the social, cultural and technological realities of  the time – There is a balance between the two polar goals of education: what is constant and constant and what is changing . There should also be balance between the three domains of  learning.

– refers to accuracy or inaccuracy of the content. Content should also coincide with the expressed aims of the curriculum. – Content should be selected in consideration with the

learners’ level of development.

– This criterion considers: •

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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 

– Learning experiences should be suitable to content,

objectives, domain, and learners’ level of development. – feasible in terms of time, qualification, experience of staff, available resources, safety and legal considerations

– Different activities and methods are required by different disciplines and domains. – Learning experiences should encourage learners to continue learning on their own.

subject-centered learner centered social-centered

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cognitive psychomotor

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scope sequence

concrete abstract

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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. 