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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?
THERE IS NO
SIMPLE
ANSWER.
Educational
thinkers
D I V Eand
R S I T doers
Y
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
SCORING RUBRIC
CRITERIA PERCENTAGE
CONTENT 20%
CREATIVITY 25%
ORGANIZATION 20%
PRESENTATION 25%
SUBMISSION 10%
TOTAL 100%