Lecture 5
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The document discusses various aspects of curriculum design, including different design models and considerations. It describes subject-centered, problem-centered, and learner-centered designs. Subject-centered design organizes curriculum by academic subjects and disciplines. Problem-centered design focuses on solving real-world problems. Learner-centered design emphasizes students' interests, creativity, and self-direction. Effective curriculum design requires considering philosophical foundations, content, learning experiences, assessments, and balancing different stakeholder needs.
Lecture 5
- 1. M.BADIEI MEd. Curriculum and Instruction
- 2. Curriculum design focuses on the efforts by which the curriculum is built or designed, especially in laying out the parts that are in the planning curriculum. The term curriculum design, which sometimes is called curriculum organization refers to the arrangement of the components of a curriculum to become an entity of its own in solving an important matter or issue. The type of design selected by the teacher is dependant on the curriculum approach and the teacher’s philosophy.
- 3. Philosophical and learning theories need to be determined if the design decisions are in line with our basic beliefs Concerning people, what and how they should learn, and how they should use their acquired knowledge
- 4. 1. Education serves to socialize students to be functioning members of society or good citizens. Do we create or select a design that addresses current needs and behaviors or design templates that allow for imagined possible and quickly forming futures
- 5. 2. What knowledge is of most worth? (Plato’s academic idea) How we select and organize knowledge and content in curriculum development What should be selected to foster students to become literate and thinking individuals Need careful reflection of how our selected design and educational materials facilitate symbol processes in knowledge developed
- 6. 3. The basic maturing of the individual, specifically growth of the mind (Rousseau’s development idea) what optimal stages for learning or experiencing diverse realms of knowledge Variety of ways in which individuals process knowledge to gain literacy Thus, learner development needs to be considered when designing a curriculum
- 7. Being your own person Developing your individuality Emphasizing the need to participate in a society of equals Important questions: How do we choose among the many views?, How do we process the 3 basic questions? and Finally, how do we deal with the main question of what is the purpose of education and the curriculum?
- 8. In designing a curriculum or program, one needs to ask the following questions; • What are the aims, goals and objectives to be achieved in the curriculum or program? • What are the contents to be presented to students? • Which learning experiences are appropriate to be included or what students’ activities can be implemented? • What would be the best assessment used?
- 9. (1) the goals, aims and objectives (2) content, (3) learning experience and (4) assessment approach. The nature of how each of these components is organized in planning a curriculum is known as curriculum design.
- 10. Most curriculum design would contain all four components, but with a different emphasis. Content would be the major emphasis Schools sometimes design a curriculum that emphasizes on objective and assessment. Others may focus on students’ learning experiences or activities.
- 11. In the world of education, curriculum designers need to know several curriculum design models that are commonly used, in line with the problem at hand. To name a few: Ornstein & Hunkins (2013)): most are based on these three designs:- i. Subject-centered design ii. Problem-centered design iii. Learner-centered design
- 12. Most popular and widely used. Knowledge and content are integral parts of the curriculum It covers: i. Subject design, ii. Discipline design, iii. A broad field design, iv. A correlation design v. Process design
- 13. The oldest and best known school design to teachers and laymen. It corresponds to textbook treatment and teachers’ training as subject specialists Curriculum organized according to how knowledge has developed in various subject areas Rests on the assumptions that subjects are best outlined in textbooks With the explosion of information resulted in specialization of subjects that made it complex Easy to deliver because complimentary textbooks and support materials are commercially available
- 14. Focuses on academic discipline Emphasizes on science, mathematics, English, History and other disciplines Fosters teachers teaching for intelligence Encourages students to see each discipline’s basic logic or structure Thus allowing for better understanding of content and the knowledge on how it can be applied. Students need to adapt to the curriculum rather than the other way around
- 15. The attempt of integrating content that fit together logically; a) social studies cover subjects like geography, economics, political science, anthropology and other social sciences area, b) language arts consists of subjects like linguistics, grammar, literature, composition, spelling etc, c) General science: biology, chemistry, physics A change from traditional subject patterns and very widespread within the K-12 curriculum The term “holistic curriculum” came about as well as integrated thematic units
- 16. Attempts to identify ways in which subjects can be related yet maintain their separate identities Examples; English literature and history, science and mathematics: the subjects are related but it has its own identity Innovation comes in when subjects are combined; for example literature is combined with art that depicts similar content
- 17. Cooperative teaching would be required; proper planning on how team teaching could be implemented. Not enough time to prepare such collaboration since they have self contained classes Most class schedules do not allow a block of time sufficient for students to meaningfully study correlated subjects Thus, not widely accepted
- 18. Focus on teaching for intelligence and on the development of intellectual character Emphasizes procedures that enable students to analyze reality and create frameworks by which to arrange derived knowledge Students learn process of knowledge acquisition in order to reach some degree of consensus Encourages students to unravel the processes by which they investigate and reach conclusions. Most dynamic design and may meld with designs identified as learner-centered design
- 19. Identified as:- i. Child-centered design ii. Experience-centered designs iii. Romantic/radical designs iv. Humanistic design Found more frequently at the elementary school level where teacher stresses on the whole child At secondary level emphasis is more on subject-centered design
- 20. Students must be active in their learning environment and learning should not be separated from students’ lives, needs and interest Requires careful observation of students and faith that they can articulate those needs and interests and must have EDUCATIONAL Values Must have classroom opportunities to explore, firsthand, physical, social, emotional, and logical knowledge
- 21. Children attain self realization through social participation; they voiced the principle of learning by doing The instructional approach must be free, drawing on the child’s innate tendency to become engaged in interesting things Curriculum organized around human impulses: the impulse to socialize, construct, inquire, question, experiment, and express or create artistically Teachers and students participate in planning allowing them empowerment
- 22. Heavily emphasize the learners’ interest, creativity and self direction Teacher creates a stimulating learning environment where students can explore, come into direct contact with knowledge, and observe others’ learning and action. Learning is a social activity Students in optimal school environments are self motivated; educator’s role is to provide opportunities, not to mandate certain actions Students are empowered to shape their own learning within the context furnished by teachers
- 23. Schools organized themselves, their curriculum and their students from people’s careful planning and intent It reflects and address the desire of those in power Organized to foster students’ belief in and desire for a common culture that does not actually exist and to promote intolerance of difference Individuals must learn to critique knowledge and that learning is reflective and it does not externally imposed by someone in power
- 24. Teachers are “awareness makers” They expose, offer, encourage, stimulate, challenge, create awe and wonder, and nurture inquisitiveness Students should be challenged in their learning, should have adventures in total learning in cognitive, physical, emotional and spiritual realms since EDUCATION is an ADVENTURE
- 25. There is a relationship between learning and feeling Educators must permit students to feel, value and grow Abraham Maslow’s concept of self-actualization has influenced this approach 8 characteristics of a self actualized person: 1. Accepting of self, others and nature 2. Spontaneous, simple and natural
- 26. 3. Problem oriented 4. Open to experiences beyond the ordinary 5. Empathetic and sympathetic towards the less fortunate 6. Sophisticated in interpersonal relations 7. Favoring democratic decision making 8. Possessing a philosophical sense of humor Maslow stated that process of self actualization begins when they are students, and will only self actualized when they are 40 years or more.
- 27. Carl Roger - another major humanistic force He advocates self directed learning, where students draw on their own resources to improve self understanding and guide their own behavior Educators should provide environment that encourages genuineness, empathy, and self respect for self and others Resulting in a fully functioning people Knowledge is relevant to problem solving Rogers posits that “Mistakes are accepted as part of learning process”
- 28. Humanistic educators realize that COGNITIVE, AFFECTIVE, and PSYCHOMOTOR domains are interconnected and curricula should address these domains Social and spiritual domains are added on to humanistic design Some stresses on intuition, creative thinking, and a holistic perception of reality James Moffat added spirituality and morality, not just knowledge and power
- 29. Problems are approached with flexibility and intelligence; they work cooperatively but do not need approval of others Humanistic curriculum designs allow students to experience learning with emotion, imagination and wonder Should not address only the conceptual structures of knowledge but also its implication The design should allow students to formulate a perceived individual and social good and encourage them to participate in a community
- 30. 1. Teachers must have great skills and competencies in dealing with individuals 2. Teachers require a complete change of mindset because they value the social, emotional and spiritual realms above the intellectual realm 3. Available educational materials are often not appropriate 4. It fails to consider consequences for learners 5. It overemphasizes the individual, ignoring the society’s needs
- 31. Considers real-life problems of individuals and society Intended to reinforce cultural traditions and address unmet needs of community and society Based on social issues Placed the individual within a social setting and are planned before the students’ arrival Depends largely on the nature of problems to be studied Content must address students’ needs, concerns and abilities
- 32. Three assumptions are fundamental to life- situation design: 1. dealing with persistent life situation is crucial to a society’s successful functioning, and it makes educational sense to organize a curriculum around them. 2. Students see the relevance of content if it is organized around aspects of community life 3. Having students study social or life situations will directly involve them in improving society
- 33. Focus on problem solving procedures; content is organized in ways that allow students to clearly view problem area This design uses learners past and present experiences to get them to analyze the basic aspects of living; needs and interests of learners are the sole basis for content and experience selection This design integrates subject matter; it encourages students to learn and apply problem solving procedures. Subject matter and real life situations linked together increases curriculum relevance
- 34. Some critics said that this design does not expose students to their cultural heritage and it tends to indoctrinate youth to accept existing conditions and thus perpetuates social status quo Teachers may lack adequate preparation to mount life situations curriculum Textbooks and other teaching materials inhibit the implementation of this design Teachers are not comfortable with life situations design because it departs too much from their training
- 35. This design emphasizes the development of society. Curriculum designers are interested in finding the relationship between the curriculum with the development of society socially, politically and economically. They believe that curriculum is made possible through a change in society that will ultimately create a better society
- 36. Harold Ruggs believed that schools should engage children in critical analysis of society in order to improve it. Theodore Brameld also believed that schools should help students develop into social beings dedicated to the common good Primarily, it is to engage students in critical analysis of the local, national, and international community in order to address humanity’s problems
- 37. Curriculum design is a complex activity conceptually and in its implementation The complexity is fueled by numerous educational visions Curriculum is designed so as to optimize student learning and satisfy a cacophony of community voices, from local to international It must be carefully considered so that the curriculum imparts essential understandings, attitudes and skills
- 38. When designing a curriculum one needs to decide the wide range of interacting elements These elements should be considered together and not as a series of agenda items Choices about aims affect methods on assessment Availability of resources may support or preclude methods of learning Practicalities of time and place may dictate the mode of instruction
- 39. Views of different stakeholder have major impact Students are important but their needs must fit with demands of employers Everyone in the team must share a common understanding of the curricula pressure Everyone needs to negotiate about the locus of control Educational thinkers must ponder multiplicity
- 40. Key questions Aspects 1 What knowledge, skills and attitudes will the students aim to develop? Leaning outcomes; general skills; comptences; personal attributes 2 What is the content of the programme? General and specific, types of knowledge, stakeholder needs General and specific; types of knowledge; stakeholders needs 3 What is the teaching/learning methodology? Content; learning styles; teaching methods; delivery modes 4 What is the assessment strategy? Diagnostic; formative; summative; peer; self; group; method 5 How will the students be supported? Tutors; mentors; peers; managers 6 How will the tutors be supported? Training; networking; organisational culture 7 What are the resource implications? Books; computers; time; money; learning; environment 8 How will the programme be managed? Recruitment; infastructure; funding; partnerships; records systems 9 How will the programme be evaluated? Quality assurance; stakeholders