CHAPTER 3°|, CURRICULUM DESIGN This chapter presents different curriculum designs identified by several practitioners and scholars in curriculum studies. The different curriculum designs provide an insight on how subjects and disciplines are organized into learning areas. In this chapter, you should be able to: 1, define what curriculum design is; 2. — identify different examples of curriculum designs; 3. _ discuss the things to consider in designing a curriculum; and 4, — identify the features of a good curriculum design, cy Definition of Curriculum Design Curriculum design refers to the arrangement of the elements of a curriculum, These four elements are intent (aims, goals, and objectives); subject matter or content; learning experiences; and evaluation, In many books, curriculum design is used interchangeably with curriculum organization. Posner (1997) provided an enlightening idea on how to differentiate these two related terms in curriculum as he classified the activity of arranging curriculum elements or contentsinto two. According to him, there is a macro and a micro level of organizing curriculum contents. The macro level deals with arranging or organizing the total curriculum from the philosophy down to the contents of different subjects. The micro level on the other hand, deals with organizing the content of a specific subject or discipline. The macro level of arranging the elements and contents of the curriculum can be referred to as function of curriculum design while the micro level is a function of curriculum organization, However, itis important to note that curriculum organization is based on the curriculum design. Curriculum design provides a philosophical way of organizing the contents and elements for the curriculum. Different Curriculum Designs Print (1988) classified the different curriculum designs in four groups. According to him, all curriculum designs can be classified as subject-centered, learner-centered, problem-centered, or core learning designs: 1. Subject-centered Designs. Majority of the curricula used in schools are arranged ‘or organized in terms of subjects. Thus the subject-centered design Is the most popular among the four types of curriculum designs. The subject-centered design is classified into three specific designs. 2c Subject Design. The curriculum is organized in terms of subjects like Mathematics, Science, Filipino, English, and other subjects. Most of these subjects are offered in the elementary level. The subjects are organized in a fragmented manner. Connections between and among these subjects are not emphasized in the subject design, Instead, the nature of the subject is highlighted in this design to Provide students with a eee knewiedas of each subject. {Math Js | Science Filipino | |_ English | Academic Disciplines Design. Like the subject design, this type of design Organizes the curriculum in terms of disciplines like Algebra, Physics, Chemistry, Literature, Economics, Philippine History, and other disciplines. This type of design is mostly used in high school or in college. The contents are highly Specinliznd Particularly in the college level. Biology | | Algebra | [Earth Science |_Economies Integrated Design. This curriculum design is based on the principle that learners learn in an integrated manner. Thus, this type of curriculum design tries to merge two or more related subjects. Basically, there are three types of integration: €.1. Interdisciplinary — includes the merging of two related disciplines or subjects. An example is the integration of Science and Health, Educators believe these two are naturally integrated. One needs science knowledge in order to understand health concepts. ‘ ¢.2. Multidisciplinary or broad fields — includes the integration of three or more related disciplines. An example is the Social Studies curriculum. This subject integrates civics, history, culture, and economics, THE TEACHER AND THE SCHOOL CURRICULUM ASP /VE TO CURRICULUM OEVELORVENT PRACTICE€.3, Core requires that all subjects or: disciplines in the school curriculum be put together using a single theme, Usually this type of integrated Curriculum design Is used in preschool where subjects are combined using curriculum themes, Activity 15. Reflect on and address the following: 1. Identify other subjects or disciplines that are examples of subject design. 2. Identify other subjects or disciplines that are examples of the different types of integrated curriculum design. 3, _ Examine the benefits and possible pitfalls of subject design and integrated design. 2 a cnarers fy CURRICIALM DESI= aa Learner-centered Designs. Learner-centered designs focus on the needs, nature, and interests of the learners in the curriculum. The aim of these designs is to develop the potentials and abilities of the learners and making the-curriculum relevant and responsive to them. @. — Activity/Experience Design. This concentrates on activities that are meaningful’ and interesting to the learners. In doing these activities, learners will develop various skills like process skills, communication skills, problem solving, critical thinking, and creativity that are important for the learners. b. Humanistic. Design. The curriculum is composed of topics and learning experiences that focus on the holistic development of an individual. It also addresses the needs and nature of the learners, The goal of this design is the development of a well-rounded individual. Activity 16. Reflect on and address the following: 3 2 1. Identify schools that use a learner-centered curriculum, 2. Observe how students learn in a learner-centered curriculum. 3. Identify the benefits of having a learner-centered curriculum, THE TEACHER AND THE SCHOOL cuRmcULUN A GUIDE TO CURRICULUM DEVEL Geert prasactivity 16. (continued) & prncnineninctan eters 4, Analyze an example of following questions: f a learner-centered curriculum by answering the What skills, knowledge, and values are emphasized in the curriculum? * What learning experiences are provided? What type of learning environmentis required for its implementation? What are the requirements of the curriculum for the teachers? 3. Problem-centered Designs. These curriculum designs focus on understanding and finding solutions to individual and social issues and problems. They require students to use their skills and knowledge of different subjects and disciplines as they engage themselves in meaningful learning of various social and individual problems like poverty, climate change, peace and order or terrorism, diseases, traffic, and economic recession, among others. a, Thematic Design. This design suggests the thematic approach to integration. Almost all models advocate this approach. The only thing that is different is the main focus of the theme. Some models give emphasis on human activities as the themes of study while others use different topics that are interesting to students, 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 is holistic, meaningful, and relevant to the life of the learner. b. Problem Design. The learners are exposed to different lessons in problem solving involving real-life problems. By doing problem-solving activities, the learners are exposed to some practical situations or issues that are important to them and to their community. Activity 17, Reflect on and address the following: 1. Identify a school curriculum that uses problem-centered designs, CHAPTER CURRICLLUM DESISIActivity 17. (continued) a 2. Discuss benefits and issues related to its implementation. 3. Analyze the contents and learning experiences provided in the curriculum. 4. — Identify other personal or social issues and problems that can be a theme for a problem-based curriculum. 4. Core Learning Designs. These curriculum designs focus on learning a set of common subjects, disciplines, courses, skills, or knowledge that is necessary for students to master, It aims to provide a uniform type of education based on a certain philosophy or educational theory. The core curriculum began in the early part of the 20th century in the United States as an experiment on liberal higher education and it remains vibrant until now, The central theme of this curriculum design is not just to provide common learning to students, It also aims to provide an education that is transformative and relevant to all types of learners. Furthermore, it aims to develop a habit of mind or cultivate the critical and creative thinking of students that they can employ in their everyday life. a. Core Design. This is a set of common subjects, disciplines, or courses that are required for students to study before they graduate or move to 4 different level. b. National Core Curriculum Design. This is a set of subjects or courses that are required to be taught to all students across the country, The national core curriculum is prescribed by the state through the Department of Education or the Commission on Higher Education. Examples of national core curriculum designs are the General Education Curriculum for undergraduate courses and the K-12 Curriculum for basic education. | THE TEACHER AND THE SCHOOL CURRICULUM ] AGUDE TO CURMCULLM DE YELGINE NT PRACTICEActivity18. Reflect on and address the following: tenet L Bane me K-12 Curriculum. Select a grade level that you wish to analyze. lentify the core standards and competencies that are required for all students to know and do. 2. Analyze the national curriculum standards in basic education of other countries. Countries like Australia, UK, Japan, Germany, and Singapore have a national core curriculum that is implemented in their entire educational system. Things to Consider in Designing Curriculum Thére are two major forces considered in designing curriculum. These are the horizontal and vertical organizations. Horizontal Organization — is often referred to as the scope and horizontal integration that is concerned with the arrangement of curriculum components at any point in time (Print, 1993). For example, it asks about the relationship between Geography, History, Economics, and Civics in elementary Social Studies curriculum. It focuses on establishing relationships and integration among subject areas in elementary or secondary curriculum. b. Vertical Organization — focuses on the spiral progression of curriculum contents. For example, what skills, concepts, and values should be taught In Science from Grade | to Grade VI. It focuses on the distribution of curriculum contents from Kindergarten to Grade 12 (K-12), Looking at the spiral progression of curriculum content enables teachers to focus on developing students’ mastery of the ‘content by examining prerequisite knowledge and skills in learning different subjects, cures § 3. f CURAICUUM DESIG ij 35Tomlimson et al, (2002) identified these important features fora good curriculum design, Accordingly, a good curriculum design must be mentally and affectively engaging, allows meaningful collaboration, develops in-depth understanding, Connects with students’ lives and worlds, focuses on product, deals with profound ideas, and must be real, purposeful, and useful to students. Sequencing Curriculum Content Sequencing curriculum content is essential in curriculum design. Sequence is defined as the order in which contents are presented to the learners (Print, 1993), Traditionally, contents are sequenced based on the nature of the subjects and disciplines they belong. They are also organized according to a specific curriculum design principle or philosophy, Print (1993) identified the following design principles that are most commonly used to sequence the curriculum contents: a, — Simple to Complex - this is traditionally applied to disciplines like Math, Language, Science; ‘or, Music, The topics are arranged in a progressive- fspiraf'sequence. |~ b./ Prerequisite, Learning this principle is followed in subjects and courses ‘ that largely consist of laws and principles like Geometry, Algebra, and hysics. To understand the laws and principles, students should learn the basic prerequisite knowledge and concepts. €. Chrondlogy =this design principle suggests sequencing of content according to chronology of events. History is an example. d. Whole-to-Part Learning - this is a deductive approach to designing contents, One must see the big picture of ideas to understand the specific concepts and skills. . e. — Increasing Abstraction ~ content can be sequenced according to the idea or principle that a student can learn most effectively if the concept or skill is related or relevant to own personal experiences. ; THE TEACHER AND THE SCHOOL cuRnicy,ite IN ANUTSHELL | Reflections on Curriculum Design Curriculum design is the systematic arrangement of all the elements of curriculum: (1) Intent, (2) Content, (3) Learning experiences, and (4) Evaluation. There are different types of curriculum designs and each design is organized based on a certain curriculum philosophy or theory. - — Subject-centered © Subject designs * — Academic disciplines design - Learner-centered . Activity and experience design * — Humanistic design - Problem-based + Thematic * Problem design = Core learning . Core design * National core curriculum design There are two forces that influence curriculum design: = Vertical organization (sequence) — Horizontal organization (scope and integration) curters 47 CURRICULUM DESIGN