Curriculum design (pg 151-175)

This chapter talks about the difference between curriculum design and
instructional design, the sources of curriculum design, the components of curriculum
design and design dimension considerations, and representative curriculum designs.

Stated here in this chapter, by Ronald Doll’s, curriculum design is the parent
of instructional design where it focuses on the objectives, content, instruction and
evaluation. While, instructional design maps out pedagogically and technologically
on the teaching methods, teaching materials and educational activities. So,
essentially curriculum results from the blend of these two elements.

Other than that, this chapter also listed out 5 sources of curriculum design
which is the generalisation from Doll, Dewey and Tyler’s. The sources include
science, society, moral doctrine, knowledge and learner.

Aside from that, curriculum design also addresses relationship among

curriculum’s components. It should achieve scope, sequence, continuity, integration,
articulation and balance. Scope refers to the curriculum’s breadth and depth of the
content. Sequence refers to the curriculum that fosters cumulative and continuous
learning. Other than that, sequence also refers to sequencing content such as
simple-to-complex learning, prerequisite learning, whole-to-part learning and
chronological learning. The third consideration is the continuity. Continuity is the
repetition of curriculum components. This means that over time the same kinds of
skills will be brought into continuing operation. Continuity curriculum can also be
called spiral curriculum. Besides that, integration is also one of the considerations.
Integration refers to linking all types of knowledge and experiences contained within
the curriculum plan. Then, we also need to consider the articulation. Articulation
not understand (tlg cek kan). And lastly, balance. When designing a curriculum,
educators try to give appropriate weight to each aspect of the design.

Lastly, in this chapter there is also shows examples of how the curriculum
components can be organised. Curriculum components can be organised in
numerous ways. There are actually 3 basic designs which include the learner-
centered design, subject-centered design and problem-centered design. Yet, in this
book, there are 11 ways to organise it like subject-centered design, subject design,
discipline design, broad-fields design, correlation design, process design, learner-
centered design, child-centered design, experience-centered design, romantic
design, and humanistic design.