The document discusses the dimensions of curriculum design. It provides examples of tasks for students to complete to understand the different dimensions, including basic content, articulation both vertically and horizontally, scope, sequence, integration, and continuity. The dimensions are defined and students are asked to provide samples illustrating each one.
The document discusses the dimensions of curriculum design. It provides examples of tasks for students to complete to understand the different dimensions, including basic content, articulation both vertically and horizontally, scope, sequence, integration, and continuity. The dimensions are defined and students are asked to provide samples illustrating each one.
The document discusses the dimensions of curriculum design. It provides examples of tasks for students to complete to understand the different dimensions, including basic content, articulation both vertically and horizontally, scope, sequence, integration, and continuity. The dimensions are defined and students are asked to provide samples illustrating each one.
The document discusses the dimensions of curriculum design. It provides examples of tasks for students to complete to understand the different dimensions, including basic content, articulation both vertically and horizontally, scope, sequence, integration, and continuity. The dimensions are defined and students are asked to provide samples illustrating each one.
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FS6 Exploring the Curriculum
FIELD STUDY
Episode 5
WHATS THE BASIC OF THE CURRICULUM?
Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School
My Target At the end of this activity, I should be able to cite the dimensions of curriculum design.
My Performance (How I Will Be Rated)
Field Study 4, Episode 5 whats the basic of the curriculum? Focused on: Cite the dimensions of curriculum design. EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 2 1 Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half of Documentation: done with tasks were done were done with tasks were done; outstanding with high quality acceptable quality or most objectives quality; work met but with poor exceeds quality expectations 4 3 2 1 My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were answered were answered were not were not answered completely; in completely answered depth answers completely Grammar and thoroughly Clear connection spelling grounded on with theories Vaguely related to unsatisfactory theories the theories Exemplary Grammar and grammar and spelling are Grammar and spelling superior spelling acceptable 4 3 2 1 My Reflection Reflection Reflection Reflection Reflection statements are statements are statements are statements are profound and clear, but not shallow; unclear and clear, supported clearly supported supported by shallow and are by experiences by experiences experiences from not supported by from the episode from the episode the episode experiences from the episode 4 3 2 1 My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete; lacking well-organized well-organized supporting components; is and all supporting and most documentation is unorganized and documentation supporting organized but is unclear are located in documentation lacking sections clearly are available designated and/or in logical and clearly marked locations. 4 3 2 1 Submission Before deadline On deadline A day after the Two days or more deadline after the deadline 4 3 2 1
Rating: (Based on Over-all Score transmutation)
____________________________________ ___________________________ Signature of FS Teacher Date above Printed Name
dimensions situation Examine a of the samples of curriculum curriculum each design dimension My Tools
Borrow a curriculum from the school near your place. Accomplish the samples to show the dimensions of curriculum designs.
B Equitable assignment of content, time, experiences and other elements. ASIC Write the contents in one (1) subject area for the first grading period.
A RTICULATION Curriculum is arranged vertically or horizontally.
VERTICAL ARTICULATION Write a sample content of one (1) topic in a subject area from level to level or grade to grade.
HORIZONTAL ARTICULATION Association happens among or between elements that happens at the same time.
Example:
The content, topics, learning experience and organizing threads of an
SCOPE educational plan.
Write sample topics in a subject area.
Content and experiences are arranged in a hierarchical order.
SEQUENCE Write a topic arranged from simple to complex.
Everything is integrated and interconnected. INTEGRATION
CONTINUITY Vertical repetition and recurring approaches of the content provide continuity.
Examples of topics in a subject area where content is organized in a spiral fashion
increasing in breadth and depth. My Analysis
1. Why is there a need to articulate the lessons from grade school to high school? My Reflections/ My Insights As a teacher, I need to understand fully well the dimensions of curriculum design because
My Portfolio Make a curricular web to illustrate that content in the curriculum has no boundary.
