organizing content and teaching strategies presentation)
- 2. TOPIC ORGANIZING CONTENT AND TEACHING STRATEGIES Subject : Curriculum Development in Physical Education Presented to : Sir Hasnain Ali Presented by: Atiqa Shaheen ( 0016-BS-PE-2016) Amina Ahmad (003-BS-PE-2016)
- 3. 1,CURRICULUM ORGANIZATION Horizontal Organization: Vertical Organization: Scope Continuity Integration Sequence
- 4. HORIZONTAL ORGANIZATION A horizontal curriculum means that what is studied in one particular course in an institution is in line with other. • EXAMPLE: A Chemistry class might require students to take Algebra II to balance the molecules; H2 + O2 g H2O If you do some of the mass calculations, you will find this: 2 grams of hydrogen + 32 grams of oxygen = 18 grams of water
- 5. EXAMPLE OF HORIZONTAL ORGANIZATION (CONTINUE) Where did the 16 grams go? We need to balance the equation through the law of conservation of mass using Algebra II (Quadratic Equation). • Add Math (Form 4-Chapter 2: Quadratic Equation) • Chemistry (Form 4-Chapter 3: Chemical Formulae & Equation)
- 6. VERTICAL ORGANIZATION A vertical curriculum links knowledge from one lesson to the next across a program of study. It establishes skills and knowledge which are used and further developed across a whole program of study. In this way, basic skills and knowledge are both developed and reinforced as other elements are introduced into study. This method is structured and progressive, focusing on building to advanced levels of knowledge.
- 7. EXAMPLE OF VERTICAL ORGANIZATION Form 4 students need to learn Function (Chapter 1) in Mathematics so that they can have the basic skills and knowledge to find solutions in Integration (Chapter 3) in Form 5. Form 4- Function (Basic) Vertical curriculum Form 5- Integration (Advanced level)
- 8. 2,DIMENSIONS OF CURRICULUM Scope Sequence Continuity Balance
- 9. SCOPE • It is the breadth and depth of the content. • According to Ralph Tyler, scope is consisting of all the content, topics, learning experiences and organizing threads comprising the educational plan. • All types of educational experiences to engage students in learning - Cognitive, affective and psychomotor learning. • Simple listing of key topics and activities. • Scope can extend over a year or more. • Units > lesson plans > information and activities into periods of hours or minutes. • For example : Mathematics of Year 1.
- 10. SEQUENCE • The order or arrangement in which the content should be taught for the best learning (building on past knowledge) throughout the course. Educators must decide the sequence before a course begins to be effective. • Vertical relationship among the elements to provide continuous and cumulative learning. • Contents and experiences are arranged 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 domains.
- 11. FOUR PRINCIPLES FOR SEQUENCE • Simple to Complex Learning • Prerequisite Learning • Whole to Part Learning • Chronological learning
- 12. FOUR PRINCIPLES FOR SEQUENCE (CONTINUE) • Simple to Complex Learning: Content and experiences are organized from simple to complex, concrete to abstract, easy to difficult. • Prerequisite Learning: There are fundamental things to be learned ahead. • Whole to Part Learning: Overview before the specific content or topics. • Chronological learning: The order of events is made as a basis of sequencing the content and experiences. (Smith, Stanley and Shore, 1957)
- 13. FOUR MAJOR PRINCIPLES FOR SEQUENCING CONTENTS IN UNITS • Concept- related sequence: How ideas are related together in logical manner. • Inquiry- related sequence: Based on the process of generating, discovering and verifying knowledge, content and experiences are sequenced logically and methodically. • Learning-related sequence: Pupils learn through experiencing contents and activities. • Utilization-related sequence: How people use their knowledge through an activity. (Posner & Strike, 1976) .
- 14. CONTINUITY • It is vertical repetition of curriculum components. • Reading skills or concepts and skills must be experienced repeatedly to be further developed. • For learners to develop the ideas, these have developed and redeveloped in spiral fashion in increasing depth and breadth as the learners advance. • For example: The reading skills must be practiced and developed.
- 15. BALANCE • When designing curriculum educators strive to give appropriate weight to each aspect of design. • Balanced curriculum is that students acquire and use knowledge in ways to advance their personal, social and intellectual goals. • But Doll ( Curriculum Improvement) stated achieving balance is difficult.