Curriculum Development: Principles and Planning

Posted on Feb 15, 2025 in Other subjects

Curriculum: Think, Analyze, Design

Software, Organized

Why Teach – Learn?

Purpose, goals, high ideals.

  • Why teach? To achieve objectives.
  • Why learn? To develop skills.

What to Teach – What to Learn?

Contents:

  • Conceptual
  • Procedural
  • Attitudinal

Who to Teach – Who Learns?

Any person subject to education: children (A) …

How to Teach – How to Learn?

Methodology, Instructional Strategies

When to Teach – When to Learn?

Time: chronological and psychological.

With What to Teach – With What to Learn?

Learning Resources

Where to Teach – Where to Learn?

Classroom and/or any fundamental space with pedagogical intent.

Objectives

  • Vertical Objectives: Skills students are to achieve long-term, as each level exit requirement (extensive conduct + wide content).
  • Specific Objectives: Responsibilities of the students to achieve in the short term, leading to the achievement of the general objectives (observed conduct + brief content).
  • Cutting Objectives: Aim for the students’ personal and general development, going through the curriculum (large conduct + training content).

Basic Principles of Planning

  1. Principle of Fact: The design must be oriented to the life of the school and its real and effective development. It should not respond to formal bureaucracy.
  2. Principle of Rationality: Explicit rational teaching practice and student activities.
  3. Principle of Sociability: Try to mediate diversity through consensus, through shared work in teams (community knowledge of the context of work).
  4. Statement of Advertising: It is a decision and a public document, explicit and able to be known by all.
  5. Statement of Intention: It implies a statement of sense, conscious and reflective in its quest for goals and objectives.
  6. Principle and Systematic Organization: Contains a proper functional organization of its components, and protects the congruence between the basic approaches and designed forms. It must have a sense of efficiency that can be analyzed.
  7. Principle of Selectivity: Identify, differentiate, and select the content, activities, teaching styles, resources, and more adequate evaluation.

Variables and Factors Involved in Planning

  1. Expected learning
  2. Time
  3. Background
  4. Features of students
  5. Assets and resources

Criteria for Developing Objectives

  • Concept: Identifying, listing, stating, distinguishing, explaining, classifying, comparing, memorizing, generalizing, concluding, arguing, analyzing, relating.
  • Procedure: Formulating, simulating, building, implementing, resolving, representing, creating, dramatizing, experiencing, reproducing, using, outlining, running, making.
  • Attitudes: Accepting, being responsible, appreciating, solidarity, assessing, cooperating, collaborating, participating.

Basic Curriculum Components

  1. Objectives: Final results expected of our students upon completing a full term of E-A.
  2. Contents: Means to achieve the objectives, forming the scientific campus of each area. They are the axis on which to articulate the whole process of teaching. To do this we must consider: criteria of validity, significance, and adequacy.
  3. Methodology:
    • Adapt methods to the characteristics of students.
    • Use the method according to the situation.
  4. Timing: Distribution of content over time. This must consider: age of the students, characteristics, previous knowledge, and difficulty of contents.
  5. Assessment:
    • Initial assessment as an indispensable formative assessment.
    • Formative assessment for continuous adjustment process.
    • Summative assessment as evidence of learning and achievement of objectives.