design

• refers to the arrangement of the elements of a curriculum

  Curriculum design
• He provided an enlightening idea on how to differentiate these two related terms in curriculum as he classified the activity of arranging curriculum elements or contents into two

  Posner (1997)
• According to Posner, there is a macro and micro level of organizing curriculum contents.
• deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subjects.

  macro level
• deals with organizing the content of a specific subject or discipline

  micro level
• function of curriculum design

  macro level
• function of curriculum organization

  micro level
• Macro Level

  Micro Level


  Different Levels of Curriculum design
• Macro Level


  deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subjects
• Micro Level


  deals with organizing the content of a specific subject or discipline
• Macro level


  referred to as function of curriculum design
• Micro level


  a function of curriculum organization
• Curriculum organization


  it is based on curriculum design
• Curriculum Design


  provides a philosophical way of organizing the contents and elements for the curriculum
• Subject-centered

  Learner-centered

  Problem-centered

  Core Learning Designs


  Print (1998) classified the different curriculum designs in four groups.
• Subject-centered


  most popular among four types of curriculum designs
• Subject Design

  Academic Disciplines Design

  Integrated Design


  Three types of Subject-centered Design
• Subject Design


  The curriculum is organized in terms of subjects like Mathematics, Science, Filipino, English, and other subjects. Elementary level.
• Academic Discipline Design


  Organizes curriculum in terms of disciplines; mostly used in high school or college
• Integrated Design


  This curriculum design is based on the principle that learners learn in an integrated manner.
• Interdisciplinary

  Multidisciplinary or Broad Fields

  Core


  Types of Integrated Design
• Interdisciplinary


  merging of two related disciplines or subjects. example: Science and Health
• Multidisciplinary


  includes the integration of three or more related disciplines.
• Core


  requires that all subjects or disciplines in the school curriculum be put together using a single theme
• Learner-centered Design


  focus on the needs, nature, and interest of the learners in the curriculum.
• Activity/Experience Design

  Humanistic Design


  Types of Learner-centered design
• Activity/Experience Design


  This concentrates on activities that are meaningful and interesting to the learners.
• Humanistic Design


  The curriculum is composed of topics and learning experiences that focus on the holistic development of an individual.
• Problem-centered Design


  focus on understanding and finding solutions to individual and social issues and problems.
• Thematic Design

  Problem Design


  Types of Problem-centered Design
• Thematic Design


  Themes can either be concepts, guided questions, activities, or standards and skills but the purposes and goals are all intended to provide an education that us holistic, meaningful, and relevant to the life of the learner.
• Problem Design


  The learners are exposed to different lessons in problem-solving activities, the learners are exposed to some practical situations or issues that are important to them and to their community.
• Core-Learning Design


  focus on learning a set of common subjects, disciplines, courses, skills, or knowledge that is necessary for students to master.
• Core Design

  
  

  set of common objects, disciplines, or courses that are required for students to study before they graduate
• National Core Curriculum


  required to be taught to all students across the country.
• Horizontal Organization

  Vertical Organization


  Things to consider in designing curriculum
• Horizontal Curriculum


  often referred to as the scope and horizontal integration that is concerned with the arrangement of curriculum components at any point in time.
• Vertical Organization


  focuses on the spiral progression of curriculum contents.
• 1. Simple to Complex

  2. Prerequisite Learning

  3. Chronology

  4. Whole-to-Part Learning

  5. Increasing Abstraction


  Sequencing Curriculum Content
• Simple to Complex


  this is traditionally applied to disciplines like Math, Language, Science, or Music. Topics are arranged in a progressive spiral sequence.