Principles and Dimensions of Curriculum Design · CURRICULUM RATIONALE (Tyler) What educational experiences can be provided that will likely attain these purposes? How can these educational

Principles and Dimensions of

Curriculum DesignCollado|Dave|Esleta|Flores|Gano|Ruben

Principles Of Curriculum Design

and InstructionRalph W. Tyler

CURRICULUM

RATIONALE

(Tyler)

What educational

experiences can

be provided that

will likely attain

these purposes?

How can these

educational

experiences be

effectively

organized?

What educational

purposes should

the school seek

to attain?

How can we

determine

whether the

purposes are

being attained?

S T A T I N G

O B J E C T I V E S

S E L E C T I N G

L E A R N I N G

E X P E R I E N C E S

E V A L U A T I N G T H E

C U R R I C U L U M

O R G A N I Z I N G

L E A R N I N G

E X P E R I E N C E S

F E E D B A C K

The nature

of the

learner

Values and

aims of

society

Knowledge

of subject

matter

Dimensions Of Curriculum Design

SCOPE SEQUENCE

INTEGRATION ARTICULATION

CONTINUITY

BALANCE

S C O P E

• Content, Topics, Learning Experiences and Organizing threads (Tyler).

• Must comprise all domains of learning- COGNITIVE, AFFECTIVE, PSYCHOMOTOR

• BREADTH and DEPTH of the Curriculum

• {Units, Sub-units, Chapters, Sub-chapters, Grading…}

• To provide continuous and cumulative learning.

• Arrangement in a hierarchical manner.

• Some schools formulate their curriculum (contents and

experiences) by grade levels and consider the stages of thinking.

S E Q U E N C E

SIMPLE

TO

COMPLEX

WHOLE-

PART

LEARNING

CHRONOLOGICAL

LEARNING

PREREQUISITE

LEARNING

• Permanency of learning and development of skills.

• SPIRAL CURRICULUM (Gerard Bruner)- organization of content according to

the “interrelationship between the structure/ pattern of a basic idea of

major disciplines.”

C O N T I N U I T Y

• Merging of themes or values.

• Example: Rhythm (music) and counting of beats (mathematics)

• Example: Laws for People with Special Needs (AP) and embracing diversity

(Values)

I N T E G R AT I O N

A R T I C U L AT I O N

VERTICALHIERARCHICAL:

“relationship of

aspects in the

curriculum

sequence to

lessons, topics, or

courses

appearing LATER

in the program.”

HORIZONTALAssociation between and among

elements occurring

SIMULTANEOUSLY

• Equity in the assignment and distribution of content, time, experiences and

other elements.

• Continuous fine tuning and review for its effectiveness and relevance.

B A L A N C E