Curriculum design and development, Summaries of Educational Mathematics

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CHAPTER 3

CURRICULUM

DESIGN

THE TEACHER AND THE SCHOOL CURRICULUM

Objectives

This chapter presents different curriculum

designs identified by several practitioners and

scholars in curriculum studies. The different

curriculum designs provide an insight on how

subjects and disciplines are organized into learning

areas. In this chapter, you should be able to:

1. define what curriculum design is;

2. identify different examples of curriculum designs;
3. discuss the things to consider in designing a curriculum; and
4. identify the features of a good curriculum design.

Definition of Curriculum Design

The macro level deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subjects. The micro level on the other hand, deals with organizing the content of a specific subject or discipline. The macro level of arranging the elements and contents of the curriculum can be referred to as function of curriculum design while the micro level is a function of curriculum organization. However, it is important to note that curriculum organization is based on the curriculum design. Curriculum design provides a philosophical way of organizing the contents and elements for the curriculum.

Different Curriculum Designs

Print (1988) classified the different curriculum designs in four groups. According to him, all curriculum designs can be classified as subject-centered, learner-centered, problem-centered, or core learning designs:

1. Subject-centered Designs. Majority of the curricula used in schools are arranged or organized in terms of subjects. Thus the subject-centered design is the most popular among the four types of curriculum designs. The subject-centered design is classified into three specific designs. a. Subject Design. The curriculum is organized in terms of subjects like Mathematics, Science, Filipino, English, and other subjects. Most of these subjects are offered in the elementary level. The subjects are organized in a fragmented manner. Connections between and among these subjects are not emphasized n subject design. Instead, the nature of the subject is highlighted in this design to provide students with a general knowledge of each subject.

Math Science Filipino English

Different Curriculum Designs

Integrated Design. This curriculum design is based on the principle that learners learn in an integrated manner. Thus, this type of curriculum design tries to merge two or more related subjects. Basically, there are three types of integration:

c.1. Interdisciplinary - includes the merging of two related disciplines or subjects. An example is the integration of Science and Health. Educators believe these two are naturally integrated. One needs science knowledge in order to understand health concepts.

Different Curriculum Designs

c.2. Multidisciplinary or broad fields-includes the integration of three or more related disciplines. An example is the Social Studies curriculum. This subject integrates civics, history, culture, and economics.

Reflect on and address the following:

1. Identify other subjects or disciplines

that are examples of subject design.

2. Identify other subjects or disciplines

that are examples of the different types

of integrated curriculum design.

3. Examine the benefits and possible

pitfalls of subject design and integrated

design.

Different Curriculum Designs

2. Learner-centered Designs. Learner-centered designs focus on the needs, nature, and interests of the learners in the curriculum. The aim of these designs is to develop the potentials and abilities of the learners and making the curriculum relevant and responsive to them.

a. Activity/Experience Design. This concentrates on activities that are meaningful and interesting to the learners in doing these activities learners will develop various skills like process skills, communication skills problem solving, critical thinking, and creativity that are important for the learners.

Reflect on and address the following:

1. Identify schools that use a learner-centered

curriculum.

2. Observe how students learn in a learner-centered

curriculum.

3. Identify the benefits of having a learner-centered

curriculum.

4. Analyze an example of a learner-centered curriculum by

answering the following questions:

What skills, knowledge, and values are emphasized in the curriculum? What learning experiences are provided? What type of learning environment is required for its implementation? What are the requirements of the curriculum for the teachers?

Different Curriculum Designs

3. Problem-centered Designs. These

curriculum designs focus on understanding

and finding solutions to individual and social

issues and problems. They require students

to use their skills and knowledge of different

subjects and disciplines as they engage

themselves in meaningful learning of various

social and individual problems like poverty,

climate change, peace and order or

terrorism, diseases, traffic, and economic

recession, among others.

Reflect on and address the following:

1. Identify a school curriculum that uses problem-centered designs.
2. Discuss benefits and issues related to its implementation.
3. Analyze the contents and learning experiences provided in the curriculum
4. Identify other personal or social issues and problems that can be a theme for a problem-based curriculum.

Different Curriculum Designs

4. Core Learning Designs. These curriculum designs focus on learning a set of common subjects, disciplines, courses, skills, or knowledge that is necessary for students to master. It aims to provide a uniform type of education based on a certain philosophy or educational theory. The core curriculum began in the early part of the 20th century in the United States as an experiment on liberal higher education and it remains vibrant until now. The central theme of this curriculum design is not just to provide common learning to students. It also aims to provide an education that is transformative and relevant to all types of learners. Furthermore, it aims to develop a habit of mind or cultivate the critical and creative thinking of students that they can employ in their everyday life.

Reflect on and address the following:

1. Examine the K-12 Curriculum. Select a grade level that you wish to analyze. Identify the core standards and competencies that are required for all students to know and do.
2. Analyze the national curriculum standards in basic education of other countries. Countries like Australia, UK, Japan, Germany, and Singapore have a national core curriculum that is implemented in their entire educational system.

Things to Consider in Designing Curriculum

There are two major forces considered in designing curriculum. These are the horizontal and vertical organizations. a. Horizontal Organization - is often referred to as the scope and horizontal integration that is concerned with the arrangement of curriculum components at any point in time (Print, 1993). For example, it asks about the relationship between Geography, History, Economics, and Civics in elementary Social Studies curriculum. It focuses on establishing relationships and integration among subject areas in elementary or secondary curriculum. b. Vertical Organization - focuses on the spiral progression of curriculum contents. For example, what skills, concepts, and values should be taught in Science from Grade I to Grade VI. It focuses on the distribution of curriculum contents from Kindergarten to Grade 12(K- 12). Looking at the spiral progression of curriculum content enables teachers to focus on developing students' mastery of the content by examining prerequisite knowledge and skills in learning different subjects.