THEORIES OF CURRICULUM DESIGN SGDC5013 Curriculum & Pedagogy Group B (Presentation 3) Prof. Madya Dr. Abdull Sukor Shaari By: Mohd Mursyid Alam 814063 Ikhsan Bin Megat Halim 814539 For more informattion, visit:- theoriesofcurriculumdesign.blogspot.com
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
THEORIES OF CURRICULUM DESIGNSGDC5013 Curriculum & PedagogyGroup B (Presentation 3)Prof. Madya Dr. Abdull Sukor Shaari
By:Mohd Mursyid Alam 814063Ikhsan Bin Megat Halim 814539
For more informattion, visit:-
theoriesofcurriculumdesign.blogspot.com
Contents1. Curriculum Design2. Sources of Curriculum Design3. Conceptual Framework4. Guidelines for Curriculum Design5. Three Basic Curriculum Designs
a) Subject-Centered Designsb) Learner-Centered Designsc) Problem-Centered Designs
1. Curriculum DesignIn designing Curriculum, we
must:-◦Consider Philosophical & Learning
Theories◦Determine if
1. Our decision is parallel with basic belief concerning people
2. What & How they should learn3. How they should use their acquired
knowledge
Curriculum Design is concerned with 4 basic parts1. Objectives
What Should be done?
2. Content What Subject Matter should be
included?
3. Learning Experiences What instructional strategies,
resources, & activities should be employed?
4. Evaluation What methods & instruments should
be used to judge the results of the curriculum?
Curriculum Designs draws from:-1.Knowledge Theory2.Social Theory3.Political Theory4.Learning Theory
2. Sources of Curriculum Design
a) SCIENCE as a source◦ Contains only observable,
quantifiable elements◦ Priority: Problem solving & Thinking
strategies◦ Emphasis: Learning How to learn◦ Why?: Knowledge increase so
rapidly, the only constant seems to be the procedures by which we process knowledge. Thus, “Learning How to Learn”.
b) SOCIETY as a source◦ Draw ideas from analysis of the social
situation◦ Operates within social, economic, &
political contexts◦ Priority: Address Students’ unique
needs -> diverse social groups◦ Emphasis: Collaboration among diverse
individuals & groups◦ Why?: School is an agent of society, ->
we must consider current & future society.
c) MORAL DOCTRINE as a source◦ Considering the relationship between
Knowledge & People’s Spirituality.◦ Guided by Religious Texts◦ Priority: Questions about the nature of
the world, the purpose of life, what it means to be human & knowledgeable
◦ Emphasis: Develop empathy & compassion, consider&promote welfare of others, welcome different viewpoints
◦ Why?: Allow for a blending of truth, faith, knowledge, ethics, thought, and action.
d) KNOWLEDGE as a source◦ The Primary source of curriculum◦ “What knowledge is of most worth?”◦ Priority: Rethink:-
What knowledge is of most worth? For whom is this knowledge of value? Is there any knowledge that must be
possessed by the majority? What intellectual skills must be taught?
◦ Challenges: Knowledge is exploding exponentially
◦ Why?: Knowledge should be a discipline, have a particular structure & methods
e) THE LEARNER as a source◦ Curriculum derived from Our
knowledge of Students. How: They learn, form attitudes, generate
interest, develop values
◦ Priority: Seeks to empower Students & foster their individual uniqueness.
◦ Emphasis: Draw ideas from psychological foundations, especially how minds create meaning
◦ Why?: Every learner is unique, educational environment physically affect brain development.