Curriculum Design
EDU-522 Janneke Briggs-Verhoeven
Curriculum Design Process
Curriculum Design:The organization of curriculum components, influenced by design approaches, world views, and learning theories, to provide a framework to develop curriculum (Ornstein & Hunkins, 2016). Curriculum Design Process: The development of a holistic system for the spaces where learning occurs, involving various stakeholders.
Curriculum Design Theory
According to Ornstein and Hunkins (2016), quality theory represents "concepts, principles, and relationships that exist within the field " (p. 16).Curriculum Design theory is a framework of ideas formed by research and theories on how people learn, guiding people on what is effective in curriculum to lead to desired results. The theory describes events outside of the learner, instructional strategies, that facilitate learning (Reigeluth, 1983).
Curriculum Design Models
Problem-centered
Subject-centered
Learner-centered
Orientated on real-life problems that have meaning to students and their community. They concentrate on social issues.
Considers the needs, interests, and goals of the individual. Students have choices. The model is labor intensive for the teacher as they consider each student and provide appropriate curriculum.
Most recognized and implemented model.Knowledge and content are central.Subject design Discipline design Broad fields design Correlation design Process design
Subject-centered
The subject-centered model is the most commonly adopted model. It is popular in school districts as it aligns with a course of study per subject and textbooks available (Ornstein & Hunkinds, 2016). This design clarifies what must be learned and how it should be done.The different types of subject-centered models are: subject design, discipline design, broad-fields design, correlation design, and process design. Click to learn more about each design. Critics raise concern that this model does not consider individual learning styles which can have negative effects on engagement and motivation (Schweitzer, 2019).
Learner-centered
Learner-centered design were a response to the subject focussed models in an attempt to prioritize the student (Ornstein & Hunkins, 2016). Teachers facilitate learning initiated by students, often through play, as they explore disciplines. child-centered experience-centered romantic design humanistic design
Problem-centered
The problem-centered design concentrates on the life of students in their community. The problem is designed in advance and is cross-curricular.It considers both content and the development of the student. The focus is on social needs and problems can address the immediate or larger community (Ornstein & Hunkins, 2016). life situations design reconstructionist design
Behavioral
Academic
Design Approach
Systems
Humanistic
Managerial
Postmodern
Behavioral approach
- University of Chicago
- Oldest, most influential approach
- Efficiency was motivator
- Advocates for course of study and standard-based curriculum
- Direct instruction, step-by-step
- Feedback follows practice
Notes
Managerial approach
- School is social system in which all interact.
- Focus on organization and implementation.
- Administrators and specialists are key figures who plan schedules, resources, etc with accountability and oversight.
Notes
systems approach
- Commonly used in large school districts
- "Curriculum Engineering"
- Focus on issues relevant to school system as a whole.
- Results from teamwork
- Administrators systematically plan curriculum and structures
Notes
Academic approach
- Traditional, intellectual approach
- Higher order thinking skills
- Structure of knowledge
- Subject matter organized in subjects
- Historical, philosophical, social, and political knowledge included
Humanist approach
- More progressive approach
- Create experiences to interact with the world such as fieldtrips
- The socio-emotional factor is crucial
- Bottom-up design
Notes
postmodern approach
- Focus on change and reform
- Study of theory is essential
- School relates to society
- Adresses social inequities
- Aims to emancipate marginalized students
Notes
NOTES Curriculum Design
Curriculum DesignCurriculum Design needs to consider that the outcome of the process is learned curriculum, a result of the taught curriculum, which is the teacher's implementation of the official curriculum (Golding & Place, 2023). Curriculum design usually results from an identified need or problem. As a response, goals or objectives to be targeted are identified. Implementation will be the piloting phase of the process. Teachers will put the curriculum into practice. During the evaluation phase the outcome of progress of learning and mastery will become evident. Results of the evaluation segment will determine where changes must be made to the curriculum.
Notes Design Approaches
An off-shoot of the behavioral approach, the managerial approach considers school as a social system in which students, teachers, curriculum specialists, and administrators interact (Ornstein & Hunkins, 2016). There is an organizational focus. The approach designs a plan, principles, and steps with accountability and oversight of implementation. Managerial curricularists are politically active and stress implementation and restructuring over content and materials (Ornstein & Hunkins, 2016).
The behavioral approach is the oldest and most influential approach in education (Ornstein & Hunkins, 2016). It was influenced by the business world and focussed on efficiency. This approach calls to compose clear objectives and to evaluate based on these, advocating for standard-based education. A course of study sets learning objectives. Step-by-step direct instruction and practice ensure students mastery. Students are given feedback and their progress is evaluated. Modern approaches include consideration of students as complex beings with prior knowledge and cultural influences (Ornstein & Hunkins, 2016).
Notes Design Approaches
The academic approach considers curriculum from an ischolarly perspective. As such, the study of education includes a philosophical and historical approach. It considers trends and concepts and analyzes and synthesizes them. The academic approach aims to gain undertsanding of how knowldege can be formed and interpreted (Ornstein & Hunkins, 2016).
The systems approach is a common approach in large school districts because of the organization (Ornstein & Hunkins, 2016). The focus is on issues that are relevant to the school system as a whole, rather than specific content areas. It considers learning a complex system where all aspects are interrelated. Hence it has a holistic approach across curriculum. The systems approach is also referenced as "curriculum engineering" since administrators systematically plan curriculum and its structures (Ornstein & Hunkins, 2016).
Notes Design Approaches
The post modern approach concentrates on ideological concerns in education. They emphasize theory. The approach regards curriculum as a means to bring about societal changes to the injustice and inequities in the social order. The current state is seen as oppressive of marginalized students who are not given a voice (Ornstein & Hunkins, 2016).
The humanistic approach regards the student as the center of curriculum and a social being who interacts with the world. Curriculum activities are meant to be experiences that result from the curiosity of the child based on their developmental stage. Curriculum must include an informal as well as formal aspects and address the whole child, working cross-curricular. The curriculum is formed with input from teachers and students. The socio-emotional component of the curriculum must be present to develop the whole child (Ornstein & Hunkins, 2016).
References: American Educational Research Association (n.d.). Learning Environments SIG 120. https://edtechbooks.org/-CKj Golding, T., & Place, C. (2023). Curriculum design: Purpose, process and agency. The Buckingham Journal of Education, 4(1), 21-27. https://doi.org/10.5750/tbje.v4i1.2138 Ornstein, A. & Hunkins, F. (2016). Curriculum: Foundations, principles, and issues. (7th ed). Pearson. Reigeluth, C. (1983). Instructional-design Theories and Models : A New Paradigm of Instructional Theory, Volume II. Routledge. Schweitzer, K. (2019). Curriculum design: definition, purpose, and types. Thought Co. https://www.thoughtco.com/curriculum-design-definition-4154176
Romantic design:Reformers who support this design believe that schools have been constructed to uphold the social-economic status-quo of inequality and injustice and offer the romantic design model to change the indoctrination (Ornstein & Hunkins, 2016). The educator Freire has influenced this design with his "Pedagogy of the Oppressed" in an attempt to educate the oppressed about inequities. Later educators and philosophers have adopted this call for emancipation through education. As a result, students are activiely engaged as they co-create, question, challenge, and interact (Ornstein & Hunkins, 2016).
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Reconstructionist Design:This curriculum design aims to tackle social injustice and calls for a curriculum that is politically, economically, and socially impactful. A examination of society and its social structures is emphasized and curriculum should move away from a focus on the middle class to a more equitable approach (Ornstein & Hunkins, 2016).
Child-centered design:Influenced by the psychologist Rousseau, this model consideres the child's developmental phase and aims to plan learning around the child's natural environemnt (Ornstein & Hunkins, 2016). Proponents argue that curriculum must be student initiated, student-driven, or student-teacher negotiated (Ornstein & Hunkins, 2016).
Humanistic design:A design that aims to support students on the road to self-0actualization by including attentiuon to feelings, empathy, relationships, and acceptance (Ornstein & Hunkins, 2016). The curriculum stresses a multi-disciplinary, cooperative inquiry approach. It combines affective and cognitive aspects in curriculum. It considers the influence on the community at large (Ornstein & Hunkins, 2016).
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Experience-centered Design: Because the interests of children are not predictable, it is complicated to develop a curriculum around them. As a result, the experience-centered designs activities, considers child development knowledge, and values a stimulating experiences where students build their learning (Ornstein & Hunkins, 2016). The design considers the individual student and believes each student thrives in an open learning setting where a teacher provides and facilitates various meaningful expriences that students can choose from (Ornstein & Hunkins, 2016).
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Life-Situations Design: Engaging with continuous life situations is important and impactful as it is relevant to the student's existence (Ornstein & Hunkins, 2016). Students develop problem-solving skills.
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Curriculum Design
EDU-522 Janneke Briggs-Verhoeven
Curriculum Design Process
Curriculum Design:The organization of curriculum components, influenced by design approaches, world views, and learning theories, to provide a framework to develop curriculum (Ornstein & Hunkins, 2016). Curriculum Design Process: The development of a holistic system for the spaces where learning occurs, involving various stakeholders.
Curriculum Design Theory
According to Ornstein and Hunkins (2016), quality theory represents "concepts, principles, and relationships that exist within the field " (p. 16).Curriculum Design theory is a framework of ideas formed by research and theories on how people learn, guiding people on what is effective in curriculum to lead to desired results. The theory describes events outside of the learner, instructional strategies, that facilitate learning (Reigeluth, 1983).
Curriculum Design Models
Problem-centered
Subject-centered
Learner-centered
Orientated on real-life problems that have meaning to students and their community. They concentrate on social issues.
Considers the needs, interests, and goals of the individual. Students have choices. The model is labor intensive for the teacher as they consider each student and provide appropriate curriculum.
Most recognized and implemented model.Knowledge and content are central.Subject design Discipline design Broad fields design Correlation design Process design
Subject-centered
The subject-centered model is the most commonly adopted model. It is popular in school districts as it aligns with a course of study per subject and textbooks available (Ornstein & Hunkinds, 2016). This design clarifies what must be learned and how it should be done.The different types of subject-centered models are: subject design, discipline design, broad-fields design, correlation design, and process design. Click to learn more about each design. Critics raise concern that this model does not consider individual learning styles which can have negative effects on engagement and motivation (Schweitzer, 2019).
Learner-centered
Learner-centered design were a response to the subject focussed models in an attempt to prioritize the student (Ornstein & Hunkins, 2016). Teachers facilitate learning initiated by students, often through play, as they explore disciplines. child-centered experience-centered romantic design humanistic design
Problem-centered
The problem-centered design concentrates on the life of students in their community. The problem is designed in advance and is cross-curricular.It considers both content and the development of the student. The focus is on social needs and problems can address the immediate or larger community (Ornstein & Hunkins, 2016). life situations design reconstructionist design
Behavioral
Academic
Design Approach
Systems
Humanistic
Managerial
Postmodern
Behavioral approach
Notes
Managerial approach
Notes
systems approach
Notes
Academic approach
Humanist approach
Notes
postmodern approach
Notes
NOTES Curriculum Design
Curriculum DesignCurriculum Design needs to consider that the outcome of the process is learned curriculum, a result of the taught curriculum, which is the teacher's implementation of the official curriculum (Golding & Place, 2023). Curriculum design usually results from an identified need or problem. As a response, goals or objectives to be targeted are identified. Implementation will be the piloting phase of the process. Teachers will put the curriculum into practice. During the evaluation phase the outcome of progress of learning and mastery will become evident. Results of the evaluation segment will determine where changes must be made to the curriculum.
Notes Design Approaches
An off-shoot of the behavioral approach, the managerial approach considers school as a social system in which students, teachers, curriculum specialists, and administrators interact (Ornstein & Hunkins, 2016). There is an organizational focus. The approach designs a plan, principles, and steps with accountability and oversight of implementation. Managerial curricularists are politically active and stress implementation and restructuring over content and materials (Ornstein & Hunkins, 2016).
The behavioral approach is the oldest and most influential approach in education (Ornstein & Hunkins, 2016). It was influenced by the business world and focussed on efficiency. This approach calls to compose clear objectives and to evaluate based on these, advocating for standard-based education. A course of study sets learning objectives. Step-by-step direct instruction and practice ensure students mastery. Students are given feedback and their progress is evaluated. Modern approaches include consideration of students as complex beings with prior knowledge and cultural influences (Ornstein & Hunkins, 2016).
Notes Design Approaches
The academic approach considers curriculum from an ischolarly perspective. As such, the study of education includes a philosophical and historical approach. It considers trends and concepts and analyzes and synthesizes them. The academic approach aims to gain undertsanding of how knowldege can be formed and interpreted (Ornstein & Hunkins, 2016).
The systems approach is a common approach in large school districts because of the organization (Ornstein & Hunkins, 2016). The focus is on issues that are relevant to the school system as a whole, rather than specific content areas. It considers learning a complex system where all aspects are interrelated. Hence it has a holistic approach across curriculum. The systems approach is also referenced as "curriculum engineering" since administrators systematically plan curriculum and its structures (Ornstein & Hunkins, 2016).
Notes Design Approaches
The post modern approach concentrates on ideological concerns in education. They emphasize theory. The approach regards curriculum as a means to bring about societal changes to the injustice and inequities in the social order. The current state is seen as oppressive of marginalized students who are not given a voice (Ornstein & Hunkins, 2016).
The humanistic approach regards the student as the center of curriculum and a social being who interacts with the world. Curriculum activities are meant to be experiences that result from the curiosity of the child based on their developmental stage. Curriculum must include an informal as well as formal aspects and address the whole child, working cross-curricular. The curriculum is formed with input from teachers and students. The socio-emotional component of the curriculum must be present to develop the whole child (Ornstein & Hunkins, 2016).
References: American Educational Research Association (n.d.). Learning Environments SIG 120. https://edtechbooks.org/-CKj Golding, T., & Place, C. (2023). Curriculum design: Purpose, process and agency. The Buckingham Journal of Education, 4(1), 21-27. https://doi.org/10.5750/tbje.v4i1.2138 Ornstein, A. & Hunkins, F. (2016). Curriculum: Foundations, principles, and issues. (7th ed). Pearson. Reigeluth, C. (1983). Instructional-design Theories and Models : A New Paradigm of Instructional Theory, Volume II. Routledge. Schweitzer, K. (2019). Curriculum design: definition, purpose, and types. Thought Co. https://www.thoughtco.com/curriculum-design-definition-4154176
Romantic design:Reformers who support this design believe that schools have been constructed to uphold the social-economic status-quo of inequality and injustice and offer the romantic design model to change the indoctrination (Ornstein & Hunkins, 2016). The educator Freire has influenced this design with his "Pedagogy of the Oppressed" in an attempt to educate the oppressed about inequities. Later educators and philosophers have adopted this call for emancipation through education. As a result, students are activiely engaged as they co-create, question, challenge, and interact (Ornstein & Hunkins, 2016).
Got an idea?
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Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: Get information on how your audience interacts with your creation:
Reconstructionist Design:This curriculum design aims to tackle social injustice and calls for a curriculum that is politically, economically, and socially impactful. A examination of society and its social structures is emphasized and curriculum should move away from a focus on the middle class to a more equitable approach (Ornstein & Hunkins, 2016).
Child-centered design:Influenced by the psychologist Rousseau, this model consideres the child's developmental phase and aims to plan learning around the child's natural environemnt (Ornstein & Hunkins, 2016). Proponents argue that curriculum must be student initiated, student-driven, or student-teacher negotiated (Ornstein & Hunkins, 2016).
Humanistic design:A design that aims to support students on the road to self-0actualization by including attentiuon to feelings, empathy, relationships, and acceptance (Ornstein & Hunkins, 2016). The curriculum stresses a multi-disciplinary, cooperative inquiry approach. It combines affective and cognitive aspects in curriculum. It considers the influence on the community at large (Ornstein & Hunkins, 2016).
Got an idea?
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Experience-centered Design: Because the interests of children are not predictable, it is complicated to develop a curriculum around them. As a result, the experience-centered designs activities, considers child development knowledge, and values a stimulating experiences where students build their learning (Ornstein & Hunkins, 2016). The design considers the individual student and believes each student thrives in an open learning setting where a teacher provides and facilitates various meaningful expriences that students can choose from (Ornstein & Hunkins, 2016).
Got an idea?
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Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: Get information on how your audience interacts with your creation:
Life-Situations Design: Engaging with continuous life situations is important and impactful as it is relevant to the student's existence (Ornstein & Hunkins, 2016). Students develop problem-solving skills.