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Components of Curriculum Design
Components of Curriculum Design
CURRICULUM DESIGN
CHAPTER 3
Introduction
In designing curriculum, we must:
Reflect how parts are related with each other
Consider a plan to shape the organization and its
parts – parts should support the whole
Think of the philosophical and learning theories
to determine if our design decisions are in
agreement with our basic beliefs regarding
people – what and how they should learn and
how they should use their gained knowledge
4 Major Components of Curriculum Design
Formative Summative
Aims Goals Objectives
Evaluation Evaluation
1. Generating Aims 2. Generating Goals
Lifespan aspirations
Like aims, goals are
They are developed for a
general level of education
group expectations, and
and by the society. they may take weeks,
Provides long-term months or year to be
directions for students ATTAINED.
Like a road map, aims help Attainable yet many
us guide our lives in general remain unattainable.
and point us to a positive
Goals are group
direction but not fully
attained. oriented.
Generating Aims
Educational Objectives
Often subjects of programs at certain grade levels
to specific outcomes of classroom instructions.
Should be observable or quantifiable student
behavior
What the student is to learn (facts, concepts, and
techniques)
Behavioral Objectives
Showing of acquired particular skills or
knowledge.
Mager’s educational objective characteristics
Behavior will indicate a learner has achieved an objective.
The condition or situation imposed on the learner when he
or she demonstrates achievement.
The minimum proficiency level that will be acceptable.
http://www.newworldencyclopedia.org/entry/Benjamin_Bloom
Cognitive
HIGHER ORDER
Creating / Evaluation
Domain
Intellect Evaluating / Synthesis
Knowledge
Analyzing / Analysis
Think
Applying / Application
ORDER
LOWER ORDER
Understanding /
Comprehension
LOWER
Remembering / Knowledge
Remembering – Recall of previously learned
information
Define, describe, identify, label, match
Recite the multiplication tables, match words
http://www.newworldencyclopedia.org/entry/Benjamin_Bloom
Affective
HIGHER ORDER
Domain Internalizing
Feeling
Organizing
Emotions
Attitude Valuing
LOWER ORDER
Feel
Helping Responding
students
become aware Receiving
of their own
values
Receiving – Being aware or sensitive to
something and being able to listen or pay
attention
Select, point to, choose, identify
Listen to others with respect
Responding – showing commitment to
respond in some measure to the idea
Answer, assist, and comply
Participate in discussions; gives expectations
Valuing – Showing willingness to be perceived as
valuing or favoring certain ideas
Complete, join, share, justify, perform
Demonstrate belief in the concept or process
http://www.newworldencyclopedia.org/entry/Benjamin_Bloom
Psychomotor
HIGHER ORDER
Domain Adapting
Physical
Skills Practicing
Do
Imitating
ORDER
LOWER ORDER
Relates to manual
tasks and physical
movements –
modern day
LOWER
business and social
skills such as
communication or
Observing
operating
machines.
Observing – Active mental attention to a physical
activity
Watch, detect, describe
Detect non-verbal communication cues, observe and
read directions
Imitating– Attempt to copy a physical behavior
Begin, display, react, state, show
Show understanding and do sequence of steps with
assistance, recognizing limitations
Practicing – Performing a specific activity
repeatedly
Bend, calibrate, fix, grasp, mend
Operate quickly and accurately
Adapting– Fine tuning the skill and making
minor adjustments to attain perfection
Organize, relax, re-arrange
Perform automatically; construct new
scheme/sequence, apply skill in new situation
Different Psychomotor Domains
http://thepeakperformancecenter.com/educational-
Involuntary responses learning/learning/process/domains-of-learning/psychomotor-
domain/
and learned
capabilities.
Translation of bodily
activity to meaningful
expressions.
Copy
Follow
Re-create
Build
Complete
Show
Control
Construct
Adapt
Modify
Develop
Design
Specify
Invent
Dave’s
Recognize
Arrange
Prepare
Imitate
Make
Perform
Coordinate
Fix
Adjust
Solve
Design
Simpson’s Formulate
React
Respond
Grasp
Walk
Stand
Catch
Write
Explore
Distinguish
Endure
Repeat
Exceed
Drive
Build
Jiggle
Meaning
Through
Movement
Harrow’s And actions
CONTENT AND SUBJECT
MATTER
In a complex society, more knowledge has been
acquired and borrowed than any individual can study
and make use of in his existence. Thus, the curriculum
could not possibly contain all the accumulated
knowledge known as “knowledge explosion”.
Undeniably, only a portion of what man has found out
about his world can be integrated in a program of
instruction.
Therefore, the teaching profession is confronted with
the duty of deciding what subject matter to include in
the curriculum.
Knowledge
Knowledge Content (school
(information (knowledge content at
selected for
formally educational levels
organized) purposes) sufficient for
use)
Criteria for Selecting Content
Self-Sufficiency
Needs to be considered in ample depth. It does not mean just
learning knowledge and skills that allow one to function
independently in society. It means furnishing content that
enables learners to connect their intellectual, emotional selves
to the selves of others.
Significance
Significant only to the degree to which it contributes to the
basic ideas, concepts, principles, generalizations and so on.
Considers the development of particular learning abilities,
skills, processes, and attitude formation.
Validity
The authenticity of the content selected. In information
explosion, school content can quickly become obsolete and
even incorrect. As new knowledge is discovered, content
assumed valid may be misleading ot even false. Validity must
be verified.
Interest
Interests should be weighted and adjusted to allow for
students’ maturity, their prior experiences, the educational and
social value of their interests, and the way they are expected to
interact within society.
Utility
Concerns usefulness of the content.
2 types – Current utility and Future utility
Current utility – for immediate application
Future utility – think in particular ways / preparing for the
future problems. For future planning, forecast events, and or to
assess the future consequences.
Learnability
Certain contents are selected that are out of the range of
experiences for particular students thus difficult, if not
impossible, to learn.
Middle-class bias for both sides to relate and learn
Feasibility
Forces curriculum planners to consider content in light of the
time allowed, resources available, the expertise of current staff,
the nature of the political climate, the existing legislation, and
the amount of public monies available.
Even though they have the entire world of content to choose
from they have limitations
Context of the existing reality which usually boils down to
economics and politics
LEARNING
EXPERIENCES
As stated by Ornstein and Hunkins, while content is
the “meat” of the plan, we consider learning
experiences the “heart” of the plan.
The means towards attaining the goals and
objectives of the curriculum.
This is the instructional component of the
curriculum providing for the interaction between
teacher-student-content.
There are many types of teaching methods.