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Crafting the Curriculu m to edit Master subtitle Click Dimensions and

style Principles of Curriculum Design

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Dimensions of Curriculum Design

Scope

the coverage of the curriculum

Cognitive

Affective

Psychomotor

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Dimensions of Curriculum Design

Ralph W. Tyler

Scope

Scope is all the CONTENT, TOPICS, LEARNING EXPERIENCES, and ORGANIZING THREADS comprising the educational plan

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Scope

Scope provides boundaries in curriculum as it applies to different educational levels.

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Considerations in determining the scope

Diversity and maturity of learners

Scope
Complexity of content

time

Level of education

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can be divided into CHUNKS (units, subunits, chapters, sub-chapters) which are guided by the general curriculum objectives or goals.

scope

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Deductive teaching is a more traditional form of teaching. In deductive teaching you typically provide information (lecture), share specific examples of the concept or skill being taught, then, allow students to practice the skill being taught. This is a more teacher-centered model of teaching that is rule driven. Some of the positives of this method are that it is time saving and gets

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Inductive teaching is a constructivist model of teaching that is more student-centered. In inductive teaching first provide examples, then have students practice and figure out the rule themselves. This method of teaching is more experiential and based on a guided discovery learning philosophy.

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Dimensions of Curriculum Design

sequence
vertical relationship between the elements of the curriculum

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principles for sequence

Simple to complex learning

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principles for sequence

Prerequisite Learning

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principles for sequence

Whole to Part Learning

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principles for sequence

Chronological Learning

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major principles for organizing contents

1. World Related sequence

Physical Attributes Time Space

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major principles for organizing contents

2. Concept related sequence

Propositional relations Class relations

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major principles for organizing contents

3. Inquiry related sequence

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major principles for organizing contents

4. Learning - related sequence Empirical prerequisites

Difficulty Interest Familiarity

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Dimensions of Curriculum Design

Continuity
vertical repetition and recurring appearances of the content

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Dimensions of Curriculum Design

Integration
Everything is integrated and interconnect ed. Life is a series of emerging

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Articulation
Vertical articulation contents in the lower level is connected to the next level. Horizontal articulation association is between elements that happen at the same time.

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Dimensions of Curriculum Design

Balance
Equitable assignment of content, time, experiences and other elements

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Guidelines in Curriculum Design

Curriculum design committee should involve teachers, parents, administrators and even students.

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Guidelines in Curriculum Design

Schools vision, mission, goals and objectives should be reviewed and used as a bases for curriculum design.

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Guidelines in Curriculum Design

The needs and interest of the learners, in particular and the society, in general should be considered

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Guidelines in Curriculum Design

Alternative curriculum design should consider advantages and disadvantages in terms of

scheduling cost facilities class size personnel

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Guidelines in Curriculum Design

The curriculum design should take into account

cognitive,

affective,

psychomotor skills, concepts and

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Howard Bong M. Abao