1. Elements
1.1. Purpose (goals / objectives)
1.1.1. Purpose of Curriculum
1.1.1.1. social aspirations of society,
1.1.1.2. outlines the goals and aims of the program
1.1.1.3. expressed as goals and objectives.
1.1.2. Sources of Goals
1.1.2.1. Learners
1.1.2.1.1. Nature of Learner
1.1.2.2. Societal
1.1.2.2.1. Societal Considerations
1.1.3. Categories
1.1.3.1. Cognitive
1.1.3.2. Psychomotor
1.1.3.3. Affective
1.1.4. Level of Goals
1.1.4.1. Global and National Goals
1.1.4.2. Institutional Goals
1.1.4.3. School level or Department Goals
1.1.4.4. Program or Curricular Goals
1.1.4.5. Classroom or Instructional Goals
1.2. Fund of Knowledge
1.3. Content / Subject Matter
1.3.1. divided into bodies of knowledge; disciplines
1.3.2. attitudes and values
1.3.3. skills
1.3.4. theories of knowledge
1.3.5. ideological
1.3.6. vocational
1.3.7. technical
1.4. Methods
1.4.1. Teaching
1.4.2. Learning Experience
1.4.3. Strategies
1.5. Evaluation
1.5.1. is used to:
1.5.1.1. Select appropriate content
1.5.1.2. Select appropriate methods
1.5.1.3. Check the effectiveness
1.5.1.4. Check the suitability
1.5.1.5. Give feedback
1.5.1.6. Provide Rationale
1.5.2. Judgments is based in:
1.5.2.1. Inputs
1.5.2.2. Content
1.5.2.3. Means
1.5.2.4. Outputs
1.5.2.5. Outcomes of the whole learning process.
2. Approaches to Curriculum Development
2.1. Curriculum Planning
2.1.1. Determinants
2.1.2. Sources of Design
2.1.2.1. Science
2.1.2.2. Society
2.1.2.3. Eternal and Divine sources
2.1.2.4. Knowledge
2.1.2.5. Learner
2.2. Curriculum Design
2.2.1. Models
2.2.1.1. Objectives
2.2.1.2. Process
2.2.1.3. Tyler
2.2.1.4. Wheeler
2.2.2. Task Analysis Process
2.2.2.1. 1. Establish or obtain general goals of education.
2.2.2.2. 2. Selection of Content
2.2.2.2.1. Validity
2.2.2.2.2. Significance / relevance
2.2.2.2.3. Balance of the depths and breadth of content
2.2.2.2.4. Learnability
2.2.2.2.5. Appropriateness
2.2.2.3. 3. Identify teacher role
2.2.2.4. 4. Selection of Learning Experience
2.2.2.4.1. Appropriateness
2.2.2.4.2. Variety
2.2.2.4.3. Optimal value
2.2.2.4.4. Feasibility
2.2.2.5. 5. Time Allotment
2.2.2.6. 6. Identify student behavior and role
2.2.2.7. 7. Evaluate to see if the intended outcomes have been achieved.
2.2.2.7.1. Grade placement
2.2.3. Dimensions of curriculum designs (BASICS)
2.2.3.1. Balance
2.2.3.2. Articulation and Alignment
2.2.3.2.1. A. Horizontal alignment
2.2.3.2.2. B. Vertical alignment
2.2.3.3. Scope
2.2.3.4. Integrations
2.2.3.5. Continuity and Progression
2.2.3.6. Sequence
2.2.3.6.1. Types
3. Context of Science and Math Curriculum
3.1. Curriculum-Instruction-Assessment Triad
3.1.1. Curriculum
3.1.1.1. Maintains students’ focus on the central organizing themes and underlying concepts of the discipline.
3.1.1.1.1. Consideration for the Learners
3.1.1.1.2. Learning Activities
3.1.2. Instruction
3.1.2.1. Structures the concepts, factual content, and procedures
3.1.2.2. Links new knowledge
3.1.2.3. presenting concepts in a conceptually and logically sequenced
3.1.2.4. Focuses on depth of understanding
3.1.2.5. Experience problem solving and inquiry in situations
3.1.2.6. Personal experiences and real-world applications
3.1.2.7. Incorporates language, procedures, and models of inquiry and truth verification
3.1.2.8. Emphasizes interdisciplinary connections and integration
3.1.2.9. The teacher’s role in instruction
3.1.2.10. The role of the learners in instruction
3.1.3. manipulative skills of the learner
3.1.4. Assessment
3.1.4.1. Formative
3.1.4.1.1. formal
3.1.4.1.2. Informal
3.1.4.2. Summative
3.1.4.3. Features of Effective Assessment
3.1.4.3.1. apply a domain principle to an unfamiliar problem
3.1.4.3.2. use knowledge to construct new products
3.1.4.3.3. include evidence of understanding is qualitative and quantitative in nature
3.1.4.3.4. Use multiple measures
3.1.4.3.5. Reveal students in undesrtanding the principles
3.1.4.4. Effective assessments in advanced mathematics and science are:
3.1.4.4.1. Based on a model of cognition
3.1.4.4.2. reliability, validity, and fairness
3.1.4.4.3. factual content, concepts, processes, and skills
3.1.4.4.4. content and process dimensions
3.1.4.4.5. complex cognition, including metacognitive strategies.
4. School Curriculum and Instruction
4.1. School Curriculum
4.1.1. Program of selected content and learning experiences offered by a school and capable of either modifying or changing learner behavior.
4.1.2. Responsibility to develop:
4.1.2.1. capacity of the learner
4.1.2.2. attitudes and value systems of the learner.
4.1.3. Factors That Influence a School-Based Curriculum Design
4.1.3.1. 1. National Goals of Education
4.1.3.2. 2. Number of Subject Options Available.
4.1.3.3. 3. The Learner.
4.1.3.4. 4. Resource Availability.
4.1.4. The Process of School Curriculum Designing
4.1.4.1. 1. Diagnosis of Needs
4.1.4.2. 2. Formulation of Objectives.
4.1.4.3. 3. Selection of Content.
4.1.4.4. 4. Organization of Content.
4.1.4.5. 5. Selection of Learning Experiences.
4.1.4.6. 6. Organization of Learning Experiences.
4.1.4.7. 7. Evaluation.
5. Characteristics
5.1. It has content.
5.2. It is planned.
5.3. It has learning experiences of children in which the school is responsible.
5.4. It is a series of courses taken by the students.
6. Types
6.1. Formal Curriculum
6.2. Informal Curriculum
6.3. Actual Curriculum
6.4. Not an independent type
6.4.1. Core Curriculum
6.4.2. Extra-mural Curriculum
6.4.3. Hidden / Collateral Curriculum
7. Curriculum Perspectives
7.1. Rationalist
7.2. Empiricist
7.3. Pragmatist
7.4. Existentialist
8. Approaches to Curriculum Development
8.1. Curriculum Implementation
8.1.1. Factors that influence the curriculum implementation
8.1.1.1. 1. The teacher
8.1.1.2. 2. The Learners
8.1.1.3. 3. Resource Materials and Facilities
8.1.1.3.1. Learning Materials
8.1.1.3.2. Physical facilities
8.1.1.3.3. Technology
8.1.1.4. 4.Stakeholders
8.1.1.5. 5.The School Environment
8.1.1.6. 6.Culture and Ideology
8.1.1.7. 7. Instructional Supervision
8.1.1.8. 8.Assessment
8.2. Curriculum Evaluation
8.2.1. Why Evaluate?
8.2.1.1. Meet the demands with current educational reforms have made.
8.2.1.2. Provide directions, security, and feedback for all concerned.
8.2.1.3. Determine appropriate and available resources, activities, content, method
8.2.1.4. Determine appropriate and available resources, activities, content, method or whether curriculum has coherence, balance articulation, scope, integration, continuity, and sequence in order to meet curriculum goals/objectives.
8.2.2. Approaches
8.2.2.1. Bureaucratic
8.2.2.2. Autocratic
8.2.2.3. Democractic
8.2.2.4. Norm -Referenced
8.2.2.5. Criterion-Referenced
8.2.3. Forms of Evaluation
8.2.3.1. Formative
8.2.3.2. Summative
8.2.4. Methods and Tools
8.2.4.1. Focus of study
8.2.4.2. Tools to Use
8.2.4.3. Participants
8.3. Curriculum Improvement / Change
8.3.1. Curriculum Improvement
8.3.1.1. Enriching, modifying certain aspects without changing fundamental conceptions/ elements/ structure.
8.3.2. Curriculum Change / Innovation
8.3.2.1. Basic alteration in the structure and design of learning experiences based on conceptions which maybe at school, division, or national level.
8.3.2.2. Sources
8.3.2.2.1. Policy Decision
8.3.2.2.2. Internationalization
8.3.2.2.3. Technological change
8.3.2.3. Types
8.3.2.3.1. Hardware Types
8.3.2.3.2. Software Types
8.3.2.4. Forms
8.3.2.4.1. Alteration
8.3.2.4.2. Restructuring
8.3.2.4.3. Substitution
8.3.2.4.4. Addition
8.3.2.5. Models of Curricular Innovation
8.3.2.5.1. Principal models
8.3.2.6. Strategies and Models
8.3.2.6.1. A. Participative Problem-Solving
8.3.2.6.2. B. Planned Linkage
8.3.2.6.3. C. Coercive Strategies
8.3.2.6.4. D. Open Input Strategies
8.3.2.7. Conditions for Successful Implementation of Innovations
8.3.2.7.1. • The innovation must be relevant to users.
8.3.2.7.2. It must be feasible in their particular organizational context.
8.3.2.7.3. It must be compatible with the practices, values and characteristics of their system.
8.3.2.7.4. It must be seen as posing little or no threat to the user group’s identity, integrity and territory.
8.3.2.7.5. The innovation must yield material or non-material benefits.
9. THE LEARNING DOMAINS
9.1. Cognitive
9.1.1. 6- levels of cognitive complexity
9.1.1.1. knowledge
9.1.1.2. comprehension
9.1.1.3. application
9.1.1.4. analysis
9.1.1.5. synthesis
9.1.1.6. evaluation
9.2. Psychomotor
9.2.1. 7- categories
9.2.1.1. 1. Perception
9.2.1.2. 2. Set
9.2.1.3. 3. Guided Response
9.2.1.4. 4. Mechanism
9.2.1.5. 5. Complex Overt Response
9.2.1.6. 6. Adaptation
9.2.1.7. 7. Origination
9.3. Affective
9.3.1. 5 sub-domains
9.3.1.1. Receiving
9.3.1.2. Responding
9.3.1.3. Valuing
9.3.1.4. Organization
9.3.1.5. Characterization
10. Curriculum and Instrcutional Development
10.1. Shared Aspects
10.1.1. A. Writing objectives
10.1.2. B. Sequence Objectives
10.1.3. C. Determine Student Needs and Interests.
10.1.4. D. Develop Curriculum Materials.
10.1.5. E. Evaluate Curriculum Materials effectiveness.