curriculum organization: developed by abdelmoneim ahmad hassan

Curriculum Organization:Curriculum Organization:

Developed ByDeveloped By

Abdelmoneim Ahmad HassanAbdelmoneim Ahmad Hassan

Prof. Abdelmoneim Ahmad HassanProf. Abdelmoneim Ahmad Hassan 22

Curriculum OrganizationCurriculum Organization

RememberRemember

Curriculum elements are:Curriculum elements are:

Aims, goals, objectivesAims, goals, objectives

Subject-matter contentSubject-matter content

Learning experiencesLearning experiences

Assessment/evaluationAssessment/evaluation


Curriculum OrganizationCurriculum Organization::

The term refers to the management of the The term refers to the management of the elements of a curriculum into a substantive elements of a curriculum into a substantive entity. entity.

Curriculum organization is influenced by Curriculum organization is influenced by the curriculum specialist’s psychological the curriculum specialist’s psychological and philosophical orientation. and philosophical orientation.



CurriculumOrganization

HorizontalOrganization

VerticalOrganization

Scope Integration Continuity Sequence



The the aspect of curriculum organization The the aspect of curriculum organization that describe the correlation or integration that describe the correlation or integration of content taught concurrently is termed of content taught concurrently is termed horizontal organization. The aspect of horizontal organization. The aspect of curriculum organization that describes the curriculum organization that describes the sequencing of content is termed vertical sequencing of content is termed vertical organization.organization.


HorizontalHorizontal and vertical and vertical organizationorganization

Horizontal organizationHorizontal organization

It is concerned with the concepts of It is concerned with the concepts of scopescope and and integrationintegration. That is the side-. That is the side-by-side arrangement of curriculum by-side arrangement of curriculum elements.elements.


Horizontal Organization

Scope Integration


Horizontal and vertical Horizontal and vertical organizationorganization

Vertical organizationVertical organization

It centers on the concepts of It centers on the concepts of sequence sequence and and continuitycontinuity..

It is concerned with the longitudinal It is concerned with the longitudinal placement of curriculum elements.placement of curriculum elements.


Vertical Organization

Sequence Continuity


OrganizationOrganization Dimension Dimension ConsiderationsConsiderations

ScopeScope deals with breadth and depth of the deals with breadth and depth of the curriculum content. curriculum content. ScopeScope refers to all varieties and types of refers to all varieties and types of educational experiences (cognitive, affective , educational experiences (cognitive, affective , psychomotor, and spiritual) that are to be psychomotor, and spiritual) that are to be provided to the students through the school. provided to the students through the school. Sometimes the scope of the curriculum is Sometimes the scope of the curriculum is represented just simply as a listing of the key represented just simply as a listing of the key topics and activities to be considered.topics and activities to be considered.See exampleSee example



Integration:Integration:

-- It refers to the linking of all types of It refers to the linking of all types of knowledge and experiences contained knowledge and experiences contained within the curriculum plan. It emphasizes within the curriculum plan. It emphasizes horizontal relations among various horizontal relations among various content topics and themes involving all content topics and themes involving all domains of knowledge recognized.domains of knowledge recognized.



Some curriculum specialists say that Some curriculum specialists say that integration integration only occurs within the learner. only occurs within the learner. Other specialists say that the Other specialists say that the integration integration of of curriculum works to interrelate not only the curriculum works to interrelate not only the basic ideas within subjects, but to point to basic ideas within subjects, but to point to the interrelationship with other subjectthe interrelationship with other subject

Ex:Ex: Whole language learning in elementary Whole language learning in elementary school school Students in secondary school combine science Students in secondary school combine science with social study.with social study.


Organization Dimension Organization Dimension ConsiderationsConsiderations

Continuity:Continuity:

It deals with the vertical manipulation or It deals with the vertical manipulation or repetition of curriculum components. Specialists repetition of curriculum components. Specialists indicated that if, for example, reading skills is an indicated that if, for example, reading skills is an important objective, then “it is necessary to see important objective, then “it is necessary to see that there is returning and continuing opportunity that there is returning and continuing opportunity for these skills to be practiced and developed”. for these skills to be practiced and developed”. This means that over time the same kind of skills This means that over time the same kind of skills will be brought into continuing operation.will be brought into continuing operation.



SequenceSequence is related to continuity but goes is related to continuity but goes beyond it. It is possible for a major curriculum beyond it. It is possible for a major curriculum element to recur again and again but merely at element to recur again and again but merely at the same level so that there no progressive the same level so that there no progressive development of understanding or skill or attitude development of understanding or skill or attitude or some other factors. Sequence as criterion or some other factors. Sequence as criterion emphasizes the importance of having each emphasizes the importance of having each successive experience builds upon the successive experience builds upon the preceding one but to go more broadly and preceding one but to go more broadly and deeply into the matter involved.deeply into the matter involved.



SequenceSequence is not just repetition of a skill or is not just repetition of a skill or a concept but deepening of it, so that each a concept but deepening of it, so that each successive encounter builds on the successive encounter builds on the preceding one.preceding one.



SequenceSequence::There are five major principles for organizing There are five major principles for organizing curriculum units (or L.O.): (Posner & Rudnitsky, curriculum units (or L.O.): (Posner & Rudnitsky, 1999)1999)

1-World - related sequence 1-World - related sequence 2-Concept - related sequence2-Concept - related sequence3-Inquiry - related sequence3-Inquiry - related sequence4-Learning - related sequence4-Learning - related sequence5-Utilization - related sequence5-Utilization - related sequence See reading materialsSee reading materials in your textbook in your textbook


Sequencing PrinciplesSequencing Principles

UtilizationRelated

LearningRelated

InquiryRelated

ConceptRelated

World Related

SequencingPrinciples


11--World - related sequenceWorld - related sequence

World Related

Space Time Physical Attributes

Closest to Farthest Bottom to Top East to West Earliest to the Most Recent Size, Shap, Complexity,etc.


22--Concept - related sequenceConcept - related sequence

PropositionalRelations

LogicalPrerequisites

Sophistication

ClassRelations

Concept Related


33--Inquiry - related sequenceInquiry - related sequence

Inquiry Related

Logic of Inquiry

Empirics ofInquiry


44--Learning - related sequenceLearning - related sequence

Internalization

Development

Interest

Difficulty

Familiarity

EmpiricalPrerequisites

Learning Related


55--Utilization - related sequenceUtilization - related sequence

UtilizationRelated

ProceduresAnticipated Frequency

Of Use

curriculum organization: developed by abdelmoneim ahmad hassan

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