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    Sources of Curriculum Design: Edm 402 - Advanced Curriculum Development Reporter: Chinly Ruth T. Alberto (Maem)

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    Jhodie Anne Isorena
    The document discusses the various sources that influence curriculum design, including science, society, moral doctrine, knowledge, and the learner. It explores how philosophical, social, and political viewpoints shape the curriculum based on societal and learner perspectives. There is no simple answer to curriculum design as educational thinkers consider a diversity of ideas. The sources discussed provide different rationales for how knowledge is organized and prioritized in curriculum.

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    Sources of Curriculum Design: Edm 402 - Advanced Curriculum Development Reporter: Chinly Ruth T. Alberto (Maem)

    Uploaded by

    Jhodie Anne Isorena
    24 views32 pages
    The document discusses the various sources that influence curriculum design, including science, society, moral doctrine, knowledge, and the learner. It explores how philosophical, social, and political viewpoints shape the curriculum based on societal and learner perspectives. There is no simple answer to curriculum design as educational thinkers consider a diversity of ideas. The sources discussed provide different rationales for how knowledge is organized and prioritized in curriculum.

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    The document discusses the various sources that influence curriculum design, including science, society, moral doctrine, knowledge, and the learner. It explores how philosophical, social, and political viewpoints shape the curriculum based on societal and learner perspectives. There is no simple answer to curriculum design as educational thinkers consider a diversity of ideas. The sources discussed provide different rationales for how knowledge is organized and prioritized in curriculum.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    24 views32 pages

    Sources of Curriculum Design: Edm 402 - Advanced Curriculum Development Reporter: Chinly Ruth T. Alberto (Maem)

    Uploaded by

    Jhodie Anne Isorena
    The document discusses the various sources that influence curriculum design, including science, society, moral doctrine, knowledge, and the learner. It explores how philosophical, social, and political viewpoints shape the curriculum based on societal and learner perspectives. There is no simple answer to curriculum design as educational thinkers consider a diversity of ideas. The sources discussed provide different rationales for how knowledge is organized and prioritized in curriculum.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 32

    SOURCES OF

    CURRICULUM
    DESIGN
    EdM 402 – Advanced Curriculum Development
    Reporter: Chinly Ruth T. Alberto (MAEM)
    their experiences,
    their lived
    histories, their
    values, their belief
    systems, their
    social interactions,
    and their
    CURRICULUM DESIGNERS

    PHILOSOPHICAL, SOCIAL,
    & POLITICAL VIEWPOINTS
    (society & learner)
    VIEWPOINTS  CURRICULUM’S SOURCES
    “Educational action
    begins with
    recognizing one’s
    beliefs and values,
    which influence
    what one considers
    PHILOSOPHICAL, SOCIAL,
    POLITICAL
     we design curriculum
    with limited or confused
    rationales
    How do we choose from
    among various ideas
    of education?
    What are the sources
    to be considered and
    how to organize
    them?
    THERE IS NO
    SIMPLE
    ANSWER.
    Educational
    thinkers
    D I V Eand
    R S I T doers
    Y
    SCIENCE
    as a source
    SCIENCE as a source
    depend on the scientific
    method
    value the observable and
    quantifiable elements
    prioritized problem solving
    highlight LEARNING HOW
    TO LEARN
    SCIENCE as a source
    founded on cognitive
    psychology
    value science and
    organization of knowledge
    curriculum should prioritize
    the teaching of thinking
    strategies
    “With knowledge
    explosion in our
    time, the only
    endless journey
    seems to be the
    SOCIETY
    as a source
    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
    “School must
    recognize that
    they are part
    and parcel of
    the design to
    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
    “No curriculum or
    curriculum design
    can be considered
    or created apart
    from the people
    who make up our
    MORAL
    DOCTRINE
    as a source
    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
    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
    “Education can
    address
    spirituality
    without bringing
    in religion. To
    have spirit is to
    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
    “Spirituality
    fosters
    mindfulness,
    attentiveness,
    awareness of the
    outside world,
    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
    “Viewing curriculum
    as religious text
    may allow for a
    blending of truth,
    faith, knowledge,
    ethics, thought,
    Thank you for
    listening!
    References
    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
    SOURCES OF CURRICULUM
    • Science
    • Society
    • Moral Doctrine
    • Knowledge
    • Learner
    CONCEPTUAL FRAMEWORK

    •Horizontal Organization
    •Vertical Organization
    CURRICULUM DESIGN QUALITIES
    • Scope
    • Sequence
    • Continuity
    • Integration
    • Articulation Balance
    SCORING RUBRIC
    CRITERIA PERCENTAGE
    CONTENT 20%
    CREATIVITY 25%
    ORGANIZATION 20%
    PRESENTATION 25%
    SUBMISSION 10%
    TOTAL 100%

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