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Psalm 16:11

In your presence there is


fullness of joy.

Curriculum Development
FEATURES OF A CURRICULUM
Who Teaches The teacher Who do the Teachers teach The What do the Teachers teach
learners Knowledge, Skills and Attitude
(Values)
How do the Teachers teach How much of the teaching was With whom do we Teach
Strategies and Methods Learned - Performance Community Partners
TYPES OF CURRICULUM
Recommended Written Taught Supported
Proposed by scholar and Appear in school, These are what From resources such as
professional district, division or teachers implement or textbooks, computers,
organizations (DepEd, country documents deliver in the audio-visual materials
CHED, DOST) (Syllabi) classrooms or school. which support and help
Made by curriculum These are varied in the implementation of
experts with the activities that are the curriculum.
participation of teachers. implemented in order to
Ex: BEC and written arrive at the objectives
lesson plan made up of or purposes of the
objectives and planned written curriculum.
activities of the Used by learners with
teachers. guidance of teachers.
Varies according to the
learning styles of
students and the
teaching styles of
teachers.
Assessed Learned Hidden
Tested and evaluated What students actually learn and Unintended curriculum
At the end of the teaching process, what is measured Not deliberately planned but may
series of evaluations is done by the Refers to the learning outcomes modify behavior or influence
teachers to determine the extent achieved by the students learning outcomes.
of learning or to tell if the students Learning outcomes are indicated Peer influence, school
are progressing. by the results of the tests and environment, physical condition,
Pencil and paper tests, portfolio changes in behavior (Cognitive, teacher-learner interaction, mood
Affective, Psychomotor) of the teachers may make up
hidden curriculum.
CURRICULUM APPROACHES
Behavioral Managerial Systems Humanistic
Curriculum is usually The principal is the Parts of the total school Considers the formal or
based on a blueprint curriculum leader and at district are determined in planned curriculum and
Blueprint: goals and the same time terms of how they relate the informal or hidden
objectives are specified; instructional leader, who to each other. curriculum
contents and activities is supposed to be the Ex: Organizational chart Considers the whole
are arranged to match general manager. shows the line-staff child and believes that in
with the learning General managers set relationships of a curriculum, the total
objectives. the policies and priorities personnel and how development of the

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -1-


Begins with educational and establishes the decisions are made. individual is the prime
plans that start with the direction of change and consideration
setting of goals or innovation and plans Learner is at the center
objectives as these are and organizes of the curriculum.
important ingredients in curriculum and
curriculum instruction.
implementation for Less concerned about
evaluating the learning the content that about
outcomes as a change of organization and
behavior. The change of implementation
behavior indicates the Curriculum managers
measure of the look at curriculum
accomplishment. changes and innovations
as they administer the
resources and
restructure the schools.
Principles of Curriculum Design
SCOPE BALANCE ARTICULATION
Coverage of the curriculum. Content should be fairly Each subject matter is smoothly connected to
Depth and breadth of the distributed in depth and the next, glaring gaps and wasteful overlaps in
curriculum. breadth of the particular the subject matter will be avoided.
Includes time, diversity and learning area or discipline to
maturity of the learners. ensure that the level will not be
overcrowded or less crowded.
SEQUENCE INTEGRATION CONTINUITY
Logical arrangement of the Horizontal connections are Constant repetition, review and reinforcement
subject matter. needed in subject areas that of learning.
Deepening and broadening of are similar so that learning will
content as it is taken up in the be related to one another and
higher levels. will help learners get a unified
view of reality and outlook in
life.
CURRICULUM DESIGN MODELS
Subject Design
Easy to deliver, has complementary books written, and available support materials.
Learning is compartmentalized: stresses the content so much that it forgets about
students natural tendencies, interests and experiences.
Discipline Design
Focuses on academic discipline
SUBJECT-CENTERED Often used in college
DESIGN Correlation Design
Comes from a core, correlated curriculum designs that link separate subject designs
Focuses on the content of in order to reduce fragmentation.
the curriculum Subjects are related to one another, but each subject maintains its identity.
Broad Field Design (Interdisciplinary)
Variation of the subject-centered design.
Made to prevent the compartmentalization of subjects and integrate the contents
that are related to each other.
Sometimes called holistic curriculum because it draws around themes and
integration.
LEARNER-CENTERED Child-centered Design
DESIGN Anchored on the needs and interest of the child.
Learners interact with the teachers and the environment, there is a collaborative
Learner is the center of effort on both sides to plan lessons, select content, and do activities together.
the educative process Learning is the product of the childs interaction with the environment.
Experience-centered Design
DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -2-
Believes that the interests and needs of the learners cannot be pre-planned.
Experiences of the learners become the starting point of the curriculum.
Learners are made to choose from various activities that the teacher provides. The
learners are empowered to shape their own learning from the different opportunities
given by the teacher.
Humanistic Design
The development of self is the ultimate objective of learning.
Stresses the whole person and the integration of thinking, feeling and doing. It
stresses the development of positive self-concept and interpersonal skills.
PROBLEM-CENTERED Life Situations Design
DESIGN Contents are organized in ways that allow students to clearly view problem areas.
Uses the past and present experiences of learners as a means to analyze basic areas
Draws on social of living.
problems, needs, Core Design
interests and abilities of Focuses on general education, and the problems are based on common human
the learners activities. It includes common needs, problems and concerns of the learners.

DR. CARL E. BALITA REVIEW CENTER TEL. NO. 735-4098/7350740 -3-