Organizing the Curriculum

Associate Professor Dr. Nurulwahida Azid @ AzizSchool of Educationnurulwahida@uum.edu.my

ORGANIZING THE CURRICULUM

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CRITERIA FOR EFFECTIVE CURRICULUM ORGANIZATION

PROCESS OF SELECTING CURRICULUM

Index

01 PROCESS OF SELECTING CURRICULUM

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

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 :

GOOD CURRICULUM PRACTICE

02 CRITERIA FOR EFFECTIVE CURRICULUM ORGANIZATION

• 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.

Continuity is vertical repetition of curriculum components

CONTINUITY

2.Prerequisite learning

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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

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4. Chronological learning

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

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3.Whole-to-part learning

receives support from cognitive psychologists

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1.Simple -to-complex learning

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

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

SEQUENCE

• 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.

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

Integration

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