Components of Curriculum Dev’t.
“WHAT” SHOULD BE
INCLUDED, AND “HOW” TO
PRESENT OR ARRANGE WHAT IS
SELECTED
“FIRST DEAL WITH CONTENT OR SUBJECT MATTER,
AND THEN, LEARNING EXPERIENCES”
Although some educators may like to think that they have an entire world of
content from which to choose, they do have limitations on their actions.
Criteria for Selecting Content
Content must include the functions: (Cognitive Learning)
1. Four levels of knowledge – include specific facts, skills, and
processes; basic ideas such as generalizations, principles and
causal relationships within the subject matter; concepts
dealing with abstract ideas, complex systems, multiple
causations, and interdependence; and thought systems or
methods of problem solving, inquiry and discovery.
2. New fundamentals to master – curriculum periodically updated to
include new content to be learned.
3. Scope – breadth, depth and variety of the content and the coverage of
boundaries of the subject.
4. Sequence – recognition of and need for differentiating levels of
knowledge, that learning is based from prior knowledge
5. Integration – relationships among various content themes, topics or
units, and helps how content in one subject is related to content in
another subject
Criteria for Selecting Content
Content must include the functions: (Cognitive/humanistic psychology)
1. Self-sufficiency – helps learners attain learning skills and self-
sufficiency in learning (economy in effort and time –
teacher/student)
2. Significance – contribute to learning concepts, skills or values; what
knowledge is to be transmitted to students
3. Validity – only relevant and accurate knowledge should be part of the
curriculum content.
4. Interest – easier to learn when it is meaningful, on the basis of
student’s interests.
5. Utility – should be useful in and out of school.
6. Learnability – within the experiences and understanding of the
learner; to make learning easy, at least less difficult for students.
7. Feasibility – consider time allotted, personnel and resources available,
legislation, political climate, and money
Criteria for Learning Experiences
1. Give them opportunity to practice the behavior implied by the
objective – opportunity to solve problems, if the objective is to
develop problem solving skills.
2. Obtain satisfaction in carrying out or in performing the learning
experiences – students need satisfying experiences to develop and
maintain interest in learning.
3. Appropriate to the student’s present attainments – teacher must
begin where the student is, and that prior knowledge is the starting
point in learning new knowledge.
4. Several experiences can attain the same objective – as long as they
are effective and meaningful, a wide range is better for learning.
5. Same learning experience usually results in several outcomes –
students often develop ideas in other subjects and certain attitudes
toward the original subject.
Curriculum Development
THOSE WHO ARE AFFECTED BY
CURRICULUM SHOULD BE
INVOLVED IN THE PROCESS OF
PLANNING, AND IN THE PROCESS
OF IMPLEMENTATION AND
EVALUATION.
The Curriculum Worker
INCLUDES VARIETY OF
EDUCATORS, FROM TEACHER TO
SUPERINTENDENT
“ANY PERSON INVOLVED IN SOME FORM OF
CURRICULUM DEVELOPMENT,
IMPLEMENTATION OR EVALUATION.”
Curriculum Worker’s Responsibilities
1. Develop technical methods and tools to carry out curriculum planning
in the school
2. Blend theory building with practice, obtain curriculum
knowledge and apply it to the real world of classrooms and
schools
3. Agree on what is involved in curriculum development and design,
including the relationships that exist among the elements of curriculum
4. Agree on the relationship among curriculum, instruction, and
supervision, including the explicit language of each area and how each
aids the work of the other
5. Act as change agent who considers schools in context with society;
balance the demands and views of the local community with the state
and national goals and interests
6. Create a mission or goal statement to provide direction and focused
behavior within the organization
Curriculum Worker’s Responsibilities
7. Be open to new curriculum trends and thoughts; examine various
proposals and suggest modifications, while not falling victim to fads
and frills of a particular pressure group
8. Confer with various parental, community and professional groups;
have skills in human relations and in working with groups and
individuals
9. Encourage colleagues and other professionals to innovate, solve
professional problems, and adopt new programs and ideas
10. Develop a program for continual curriculum development,
implementation, and evaluation
11. Balance and integrate subject areas and grade levels into the total
curriculum; pay close attention to scope and sequence by subject and
grade level
12. Understand current research in teaching and learning, as well as new
programs that are relevant to target students for teaching and learning