LESSON 4

Cards (30)

  • Horizontal Organization
    Blending curriculum elements
  • Vertical Organization
    Sequencing curriculum elements
  • Scope
    • Breadth and depth of the curriculum content—at any level at any given time
  • Scope (Ralph Tyler)

    All the contents, topics, learning experiences, and organizing threads comprising the educational plan
  • Scope (John Goodlad and Zhisin Su)

    The curriculum's horizontal dimension. All the types of educational experiences constructed to involve student's learning
  • Sequence
    The order of topics over time. It is also called the vertical dimension.
  • Sequence
    • Founded on psychological principles drawn on research on human growth, development, and learning
    • Considers students' stages of thinking in planning curriculum objectives, content, and experiences by grade level
  • Sensorimotor stage

    Birth to 2 years
  • Preoperational stage
    Ages 2 to 7
  • Concrete operational stage
    Ages 7 to 11
  • Formal operational stage
    Ages 12 and up
  • Principles for sequencing learning (Othanel Smith, William Stanby, and Harlan Shores)

    • Simple to Complex Learning
    • Prerequisite Learning
    • Whole-to-Part Learning
    • Chronological Learning
  • Types of sequencing (Gerald Posner and Kenneth Strike)
    • Concept-related Method
    • Inquiry-related Model
    • Learner-related Sequence
    • Utilization-related Learning
  • Continuity
    Smoothness or absence of disruption in the curriculum over time
  • Sequence without continuity is possible but continuity without sequence is not
  • Continuity (Bruner's "spiral curriculum")

    The curriculum should be organized around the interrelationships of fundamental ideas and structures of each major discipline, revisited and expanded in depth and breadth as students progress through their education
  • Integration
    Linking all types of knowledge and experiences contained within the curriculum plan. The horizontal relationships among topics and themes from all knowledge domains
  • Curriculum integration is not simply a design dimension but also a way of thinking about schools' commitment, curriculum sources, and the nature and uses of knowledge
  • Hilda Taba cited that the curriculum was disjointed, fragmented, segmented, and detached from reality, preventing students from seeing knowledge as unified
  • Articulation
    The smooth flow of the curriculum in both vertical and horizontal dimensions
  • Balance
    Where curriculum workers seek to balance students' life, so they obtain and use knowledge in ways that progress their personal, social, and intellectual goals
  • Achieving balance is difficult because we are striving to localize and individualize the curriculum while trying to maintain a common content
  • Subject-Centered Design
    • Emphasizing knowledge and content as integral parts of the curriculum
    • Drawing on Plato's academic ideas, reflecting a strong history of academic rationalism
    • Supported by the content organization of available school materials
  • Subject Design
    The oldest and most familiar school design, aligning with textbook formats and the training of teachers as subject specialists
  • Discipline Design
    Based on the inherent organization of content and specifies a focus on academic disciplines
  • Broad-Fields Design
    A variation of the subject-centered design created to address the fragmentation caused by the subject design, providing students with a comprehensive understanding of all content areas by integrating logically related content
  • Spencer's curriculum emphasized activities that

    • Sustain life
    • Enhance life
    • Aid in rearing children
    • Maintain the individual's social and political relations
    • Enhance leisure, tasks, and feelings
  • Reconstructionist Design
    Educators who favor this believe the curriculum should foster social action aimed at reconstructing society; it should promote society's social, political, and economic development. These educators want curricula to advance social justice.
  • George Counts
    • Believed that society must be completely reorganized to promote the common good
    • The times demanded a new social order, and schools should play a major role in such redesign
  • Points to Consider when Contemplating Curriculum Design
    • Reflect on philosophical educational, and curriculum assumptions with regards to the goals of the school
    • Consider your students' needs and aspirations
    • Consider the various design components and their organization
    • Sketch out the various design components to be implemented
    • Cross check your "selected" design components (objectives, content, learning experiences, and evaluation approaches) against school mission
    • Share your curriculum design with a colleague