Reflection on Week 8

Topic 8: Curriculum Design and Development

Curriculum Design - Arrangement of curriculum elements into a substantive entity

Basic Curriculum Components

1. Aims, goals and objectives
2. Subject matter
3. Learning experiences
4. Evaluation.

Theoretical Framework

Curriculum design - total plan that arranges the four components into curriculum

Instructional design - refers specifically to one component, the potential experiences for the student, learning activities (method and organization)

1) Science as a source

• scientific method

• only those items that can be observed and quantified should be included.

• Problem-solving - prime position in the curriculum

• procedural knowledge or knowledge of process.

• teaches rational processes for dealing with reality.

2) Society as a source

• Curriculum is an agent of society

• Curriculum are designed to serve the broad social interest of society as well as the local community.

• Society shows where to modify the curriculum.

• External and devine sources

• should be intended to perpetuate society.

• should pass on the significance of people's values and personal morality.

• reflected through the curriculum designer's values and personal morality.

3) Knowledge as a source

• Disciplined knowledge has a particular structure and a particular method(s) used to extend its boundaries.

• Disciplined (unique) vs Undisciplined (various / training) Knowledge

4) The learner as a sources

• Curriculum is derived from what we know about the learner.

• Draw much more from the psychological foundations.

• based on cognitive research

• emphasizes "learning by doing"

• Scope:

• Breadth

• Content, topics and learning experiences

• Integration

• Linking all the knowledge and experiences within the curriculum.

• Assists in making meaning for the learner.

• Sequence

• Ordering of knowledge

• Vertical relationship

• prerequisite

• whole to part

• Chronological

• Continuity

• Recurring and continuing opportunity to practice skill development.

• Articulation

• Interrelatedness of various aspects of the curriculum

• "Lost knowledge" - just taught but not related to other learning or lessons

• Balance

• Appropriate weight be given to each aspect of the design.

• Representative Curriculum Designs

• Student-centered design - content and/or processes

• Learner-centered designs - based on students' lives (interests, needs and empowerment)

• Problem-centered designs - focuses on problems of living and society