Organizing the Curriculum

ORGANIZING THE CURRICULUM

Associate Professor Dr. Nurulwahida Azid @ Aziz School of Education nurulwahida@uum.edu.my

Index

CRITERIA FOR EFFECTIVE CURRICULUM ORGANIZATION

PROCESS OF SELECTING CURRICULUM

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01 PROCESS OF SELECTING CURRICULUM

GOOD CURRICULUM PRACTICE

Good curriculum practice includes understanding the contraints and specifics operating within the school and comprehending the school's priorities and the needs of the students and staff. Also, successful practitioners can develop, implement, and evaluate the curriculum. They can select and organize :

• Goals and objective
• Subject matter
• Methods, materials, and media
• Suitable learning experiences and learning activities
• Assess these processes

02 CRITERIA FOR EFFECTIVE CURRICULUM ORGANIZATION

CONTINUITY

Continuity is vertical repetition of curriculum components

• For instance, becoming a skilled reader requires numerous encounters over time with various types of reading materials.
• Similarly, we do not learn how to conduct experiments unless we engage in such activities at various points in curriculum.
• We learn to think deeply by having myriad experiences in which thinking and questioning are enriched.
• Continuity ia most evident in Jerome Bruner's of the spiral curriculum
• For students to grasph these idea and structures, " They should be developed and redeveloped in a spiral fashion," in increasing depth and breadth as pupils advance through the school program.

SEQUENCE

When considering sequence, curricularist seek a curriculum that fosters cumulative and continues learning

2.Prerequisite learning

1.Simple -to-complex learning

is similar to part-to-whole learning. It works on the assumption that bits of information must be grasped before other bits can be comprehended

Indicates that content is optimally organized in a sequence proceeding from simple component to complex components, highlighting interrelationship among components

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4. Chronological learning

3.Whole-to-part learning

refers to content whose sequence reflects the times of real- world occurrences

receives support from cognitive psychologists

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Integration

Integration refers to linking all types of knowledge and experiences coninted within the curriculum plan.

• Advocates of curriculum integration do not advocate a multidisciplinary curriculum.
• In curriculum theories and practitioners view such a curriculum still artificially compartmentalizes knowledge.
• These advocates argue that the curriculum should be organized around world themes derived from real-life concerns; lines between the subject content of different disciples should be erased.
• Hilda Taba (1960) noted that a curriculum that presents information only in bits and pieces prevent students from seeing knowedge as unified.

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