Components-of-Design.Philippineeducation
- 1. Components of Design and Consideration on Design Dimensions Khizy Joy P. Herminigildo Presenter
- 2. Curriculum design is generally understood as a high-level process defining the learning. CURRICULUM DESIGN Slide 2 of 14
- 3. FOUR COMPONENTS OF A CURRICULUM DESIGN AIMS OBJECTIVES EVALUATION CONTENT/ SUBJECT MATTER METHODS/ STRATEGIES Slide 3 of 14
- 5. SCOPE -define as all the content, topics learning experiences and organizing threads comprising the educational plan. Slide 5 of 14
- 6. SEQUENCE -contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor. Slide 6 of 14
- 7. SEQUENCE According to Othanel Smith, William Stanby and Harlan Shores in 1973, the Sequencing of Content in Learning Principles are: 1. Simple to complex learning indicates that content to optimally organize in a sequence preceding from simple subordinate components to complex components highlighting interrelationships among components . Optimal learning results when individuals are presented with easy (often concrete) content and then with more difficult (often abstract) content. 2. Prerequisite learning is similar to part-to-whole learning. It works on the assumption that bits of information must be grasped before other bits can be comprehended. Slide 7 of 14
- 8. SEQUENCE According to Othanel Smith, William Stanby and Harlan Shores in 1973, the Sequencing of Content in Learning Principles are: 3. Whole-to-part learning receives support from cognitive psychologists. They have urged that the curriculum be arranged so that the content or experience is first presented in an overview that provides students with a general idea of the information or situation. 4. Chronological learning refers to content whose sequence reflects the times of real world occurrences. History, political science, and world events frequently are organized chronologically. Slide 8 of 14
- 9. CONTINUITY Vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills. Become Bruner calls this “spiral curriculum” for learners to develop the ideas, these have to be developed and redeveloped in a spiral fashion in increasing depth and breath as the learners advance. Slide 9 of 14
- 10. CONTINUITY Curriculum 1 Curriculum 2 Curriculum 3 A A A B B B C D D D C E E E F F G G H H H G Slide 10 of 14
- 11. INTEGRATION -”Everything is integrated and interconnected. Life is a series of emerging themes”. This is the essence of integration in the curriculum design. -Organization is drawn from the world themes from real life concerns. -Subject matter content or disciplined content lines are erased and isolation is eliminated. Slide 11 of 14
- 12. ARTICULATION -can be done either vertically or horizontally. 2 TYPES OF ARTICULATION VERTICAL ARTICULATION contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level. HORIZONTAL ARTICULATION happens at the same like social studies in grade 6 is related to science in grade 6. Slide 12 of 14
- 13. BALANCE -equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design. -too much or too little of these elements maybe disastrous to the curriculum. -keeping the curriculum “in balance” requires fine timing and review for its effectiveness and relevance. Slide 13 of 14
- 14. Thank You Slide 14 of 14