Sources of Curriculum Design

Sources of Curriculum Design is a topic from the subject Advanced Curriculum Development (EdM 402) of the degree Master of Arts in Educational Management, science as a source, society as a source, moral doctrine as a source, group activity, smartart, graphic organizer, sources of curriculum, conceptual framework, curriculum design qualities, types of curriculum design, scoring rubric

1. SOURCES OF CURRICULUM DESIGN EdM 402 – Advanced Curriculum Development Reporter: Chinly Ruth T. Alberto (MAEM)

2. “People draw from their experiences, their lived histories, their values, their belief systems, their social interactions, and their imaginations.”

3. CURRICULUM DESIGNERS PHILOSOPHICAL, SOCIAL, & POLITICAL VIEWPOINTS (society & learner) VIEWPOINTS  CURRICULUM’S SOURCES

4. “Educational action begins with recognizing one’s beliefs and values, which influence what one considers worth knowing and teaching.” -David Ferrero

5. PHILOSOPHICAL, SOCIAL, POLITICAL  w e design curriculum with limited or confused rationales

6. How do we choose from among various ideas of education? What are the sources to be considered and how to organize them?

7. D I V E R S I T Y THERE IS NO SIMPLE ANSWER. Educational thinkers and doers must consider

8. SCIENCE as a source

9. SCIENCE as a source depend on the scientific method value the observable and quantifiable elements prioritized problem solving highlight LEARNING HOW TO LEARN

10. SCIENCE as a source founded on cognitive psychology value science and organization of knowledge curriculum should prioritize the teaching of thinking strategies

11. “With knowledge explosion in our time, the only endless journey seems to be the procedures by which we process knowledge.”

12. SOCIETY as a source

13. SOCIETY as a source school is a vehicle for the development of society ideas should come from the exploration of the social situation consider the present and future characteristics of society

14. “School must recognize that they are part and parcel of the design to serve the interest of the community and society as a whole.”

15. SOCIETY as a source should not disregard social multiplicity (foreigners & immigrants) , ethnic groups, and social classes must be managed within social, economic, and political contexts realize need for collaboration among individuals and groups

16. “No curriculum or curriculum design can be considered or created apart from the people who make up our evolving society.” -Arthur Ellis

17. MORAL DOCTRINE as a source

18. MORAL DOCTRINE as a source look into the past for guidance in present work on the content stress lasting truths advanced by the great thinkers of the past emphasis is on the content and labels some subjects as more influential than others

19. MORAL DOCTRINE as a source BIBLE/ OTHER RELIGIOUS DOCUMENTS reference, common in schools during Spanish period lesser influence in public schools today because of church and state separation private and parochial schools still support this

20. “Education can address spirituality without bringing in religion. To have spirit is to be in touch with life’s forces or energies.” -Dwayne Huebner

21. MORAL DOCTRINE as a source being in touch with spirit allows one to see the essences of reality and to generate new ways of viewing knowledge, new relationships among people, and new ways of perceiving one’s existence

22. “Spirituality fosters mindfulness, attentiveness, awareness of the outside world, and self awareness.” -James Moffett

23. MORAL DOCTRINE as a source SPIRITUAL INDIVIDUALS develop empathy, insight & compassion consider and promote welfare of others welcome differing viewpoints ask questions about the nature of the world, the purpose of life, and what it means to be human and knowledgeable

24. “Viewing curriculum as religious text may allow for a blending of truth, faith, knowledge, ethics, thought, and action. Faith, ethics, and action need more emphasis.” -William Pinar

25. Thank you for listening!

26. References

27. GROUP ACTIVITY Create your own curriculum design through a SmartArt or graphic organizer with the following features: Source of Curriculum Conceptual Framework Curriculum Design Qualities Type of Curriculum Design

28. SOURCES OF CURRICULUM Science Society Moral Doctrine Knowledge Learner

29. CONCEPTUAL FRAMEWORK Horizontal Organization Vertical Organization

30. CURRICULUM DESIGN QUALITIES Scope Sequence Continuity Integration Articulation Balance

31. TYPES OF CURRICULUM DESIGN SUBJECT-CENTERED DESIGNS Subject, Discipline, Correlational , Process LEARNER-CENTERED DESIGNS Child- centered , Experience- centered , Romantic(Radical), Humanistic Design PROBLEM-CENTERED DESIGNS Life-situation Design or Reconstructionist Design

32. SCORING RUBRIC CRITERIA PERCENTAGE CONTENT 20% CREATIVITY 25% ORGANIZATION 20% PRESENTATION 25% SUBMISSION 10% TOTAL 100%