TYPES OF CURRICULUM DESIGN MODEL

Introduction

What is Curriculum Design?  "According to Karen Schweitzer, is a term used to describe the purposeful, deliberate and systematic organization of curriculum (instructional blocks) within a class or course. In other words, it is a way for teachers design curriculum, they identify what will be done, who will do it, and what schedule to follow".

Remember that the curriculum contains the knowledge and skills that students needs to master in order to over to the next level.By thinking about how their curriculum is designed, teachers ensure they've covered all the necessary requirements. From their they can start exploring various approaches and teaching methods that can help them achieve their goals. 

There are Three basic types of curriculum design:   

  • Subject-centered design 
  • Learner-centered design 
  • Problem-centered design

 

Task

1. In this Webquest you will explore how to recognize the 3 types of curriculum design models; and

2. Write an essay, as curriculum designer. 

 

Process

Individually, you need to gather information from a variety of websites and videos to explain the types of curriculum design model. Check out these links: 

.

  • Curriculum Design: Definition, Purpose and Types:

https://www.thoughtco.com/curriculum-design-definition-4154176

 

  • Curriculum Models Pdf:

https://www.slideshare.net/PrincessLalwani/curriculum-design-and-modelsz

 

Questions:

1. What is the importance of curriculum design model?

2. Which curriculum design model will serve as your inspiration? Why? (250 words)

 

 

 

Evaluation

NAME:________________________________________________  SUBJECT/CODE:______________________________

DATE :_____________________________

DIRECTION: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide when writing your essay and check it again before you submit your essay

CRITERIA

6 pts.

EXEMPLARY

4pts.

ABOVE AVERAGE

2 pts.

ADEQUATE

 1 pt.

INADEQUATE

SCORE

 

CONTENT

 

Content indicates synthesis of ideas, in depth analysis and evidences of original thought and support for the topic.

Content indicates original thinking and develops ideas with sufficient and firm evidence.

Content indicates thinking and reasoning applied with original thought on a few ideas.

Shows some thinking and reasoning but most ideas are underdeveloped and unoriginal.

 

 

ORGANIZATION

 

Writing shows high degree of attention to logic and reasoning of points. Unity clearly leads the reader to the conclusion and stirs thought regarding the topic.

Writing is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present.

Writing is coherent and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout essay.

Writing lacks logical organization. It shows some coherence but ideas lack unity. Existence of errors.

 

 

DICTION

 

 

 

Shows outstanding style going beyond usual college level; rhetorical devices and tone used effectively; creative use of sentence structure and coordination

Attains college level style; tone is appropriate and rhetorical devices used to enhance content; sentence variety used effectively.

                      

Approaches college level usage of some variety in sentence patterns, diction, and rhetorical devices.

 

Mostly in elementary form with little or no variety in sentence structure, diction, rhetorical devices or emphasis.

 

 

 

GRAMMAR

 

All sentences are well constructed and have varied structure and length. The student makes no errors in grammar, mechanics, and/or spelling.

Most sentences are well constructed and have varied structure and length. The student makes few errors in grammar, mechanics, and/or spelling, but they do not interfere with understanding.

Most sentences are well constructed, but they have a similar structure and/or length. The student makes several errors in grammar, mechanics, and/or spelling that interfere with understanding.

Sentences sound awkward, are distractingly repetitive, or are difficult to understand. The student makes numerous errors in grammar, mechanics, and/or spelling that interfere with understanding.

 

Focus &

Details

There is one clear, well focused topic. Main ideas are clear and are well supported by detailed and accurate information.

There is one clear, well focused topic. Main ideas are clear but are not well supported by detailed information.

There is one topic.

Main ideas are somewhat clear.

The topic and main ideas are not clear.

 

 

TOTAL SCORE

 

 

Remarks/Comments:

 
             

 

 

 

Conclusion

Therefore, developing, designing and implementing an education curriculum is not easy task at all. With the rise of educational technology and the diverse types of students attending higher educational institutions these days, instructors have their work cut out for them . But by following the fundamental guidelines and framework of curriculum development, educators will be setting themselves  and their students - up for long term process. 

Credits