Curriculum Design Principles Quiz

Seven Criteria For Selecting Content

• Significance: Content should be relevant to the learners' needs (Cognitive, Affective, Psychomotor).
• Validity: Content should be accurate and true.
• Utility: Content should be useful to the learners' lives.
• Learnability: Content should be within the learners' range of experience and understanding.
• Feasibility: Content should be based on practical and realistic expectations.
• Interest: Content should arouse the learner's curiosity.
• Self-sufficiency: Content should be sufficient and self-contained, not requiring external resources.

Three Ways To Approach Curriculum

• Content: The body of knowledge.
• Product: The desired learning outcomes.
• Process: What happens in the classroom.

Four Fundamental Principles for Curriculum Content

• Balance: Content should be fairly distributed in depth and breadth.
• Articulation: Smooth connections or bridging between contents should be provided to avoid gaps or overlaps.
• Sequence: Content should be logically arranged.
• Integration: Content should be related and connected to other contents for a unified view.
• Continuity: Content should flow continuously. Elements of continuity include repetition, reinforcement, and enhancement.
• Scope: Content should have coverage that considers CAP domains.

Curriculum As A Product

• Learning Outcomes: What the students desire to achieve; known as intended learning outcomes. The real purpose of education is to bring out significant changes in students' patterns of behavior.

Curriculum As A Process

• Curriculum is not a physical thing or a noun; it is an action, an interaction.

• Emphasis is placed on critical thinking, hands-on and heads-on learning.

• Pedagogical Content Knowledge*

• Content: Provides materials on what to teach; the substance of the curriculum.

• Process: Provides the curriculum on how to teach content, results in various learning experiences for the learners.

Guiding Principles for Curriculum As A Process

• The curriculum process is a means to achieve the end. Every method should result in CAP learning outcomes.
• There is no best process, as context is affected by desired learning outcomes, the learners, support materials, and the teacher.
• Curriculum should stimulate the development of CAP domains.
• Content should be authentic and reflect learners' needs and realities.

Traditional View Of Curriculum

• Curriculum refers to permanent studies where the 3 Rs (Read, Write, Arithmetic) are emphasized.
• Curriculum is a plan of action in accomplishing goals.
• Curriculum focuses on intellectual disciplines; intellectual training is the school's mission.
• Curriculum consists entirely of knowledge from many disciplines.

Progressive View Of Curriculum

• Curriculum is the total learning experiences of the learner.
• Curriculum is experiencing and has elements that are unified by reflective thinking and tested by application.
• Curriculum is all the experiences children have under the guidance of teachers.
• Curriculum is a sequence of potential experiences to help the youth think and act with discipline.
• Curriculum are all planned and enacted experiences in the classroom.

Test your knowledge on the seven criteria for selecting content, approaches to curriculum, and fundamental principles for curriculum content. This quiz will help reinforce understanding of effective curriculum design and its components.