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Urriculum Development: Crafting The Curriculum
Urriculum Development: Crafting The Curriculum
Module 2
Crafting the Curriculum
Prepared by:
Christy C. Ador
The planned and guided learning experiences
and intended learning outcomes, formulated
through the systematic reconstruction of
knowledge and experiences, under the auspices of
the school, for the learners’ continuous and
willful growth in the personal social competence.
( Daniel Tanner, 1980)
CURRICULUM DESIGN MODELS
Objective:
Subject design
→ is the oldest and the most familiar design for
teacher, parents and other laymen.
Discipline design
→ refers to the specific knowledge learned
through a method which the scholars use to
study a specific content of their fields.
EXAMPLES OF THE SUBJECT-CENTERED DESIGN
Correlation design
→ this comes from the core, correlated
curriculum design that links separate subject
designs in order to reduce fragmentation.
EXAMPLES OF THE SUBJECT-CENTERED DESIGN
Child-centered design
( John Dewey, Rouseau, Pestallozi, and Froebel)
Experience-centered design
Humanistic design
( Abraham Maslow and Carl Rogers)
Life-situation design
Core design
Objective:
Prerequisite learning
› it means that there are fundamental things
to be learned ahead.
Whole to part learning
› the meaning can very well be understood if
everything will be taken as a whole.
Chronological learning
› the order of events is made as a basis of
sequencing the content and the experiences. This
can be arranged from the most recent to the
distant past or vice versa.
(Posner and Rudnitsky 1957)
a. Space
- spatial relation will be the basis for the
sequence.
b. Time
- the content is based from the earliest to the
more recent.
c. Physical attributes
- this principles refers to the physical
characteristics of the phenomena.
a. Class relation
b. Proportional relations
- a statement that asserts something. Sequence
are arranged so that the evidence presented
ahead before proposition.
- this is based on the scientific method of
b. Familiarity
- prior learning is important in sequence. What
is familiar should be taking up first before the
unfamiliar.
c. Difficulty
- easy content is taken ahead than the
difficult one.
d. Interest
- contents and experiences that stimulate
interest are those that are novel. These can
arouse curiosity and interest of learners.
● Continuity
- this process enables learners strengthen the
permanency of learning and development of
skills. Gerome Bruner called this “ spiral
curriculum” where the content is organized
according to the interrelationship between the
structure of the basis ideas of a major
discipline.
● Integration
“ Everything is integrated and
interconnected. Life is a series of
emerging themes.”
● Horizontal Articulation
- happens when the association is among or
between elements that happen at the same time.
● Balance
- equitable assignment of content,
Objective