SABILAO, NARCEL E. BTLED-HE- 3 After watching and reading the video presentation, I've learned about how to develop a curriculum and how this dimension and principle of curriculum is important. In order for us to aim the master skills for developing curriculum, we need to consider this six dimension which is scope, sequence, continuity, integrity, articulation, and balance. This is important to achieve what is needed to achieved in developing curriculum.
Remedillo, Porferio Jr l. BTLED- IA 3rd Year I learned about the different dimensions of education after viewing this short video. Scope, Sequence, Continuity, Integration, Articulation, and Balance are the elements to consider. On integration, I've also discovered that everything is merged and interconnected; they're no longer separate or segregated. When something is integrated, it is brought together diverse things, especially those that were previously separated, are now brought together.
Good day ma'am!! LIM, MANUEL JR D. BTLED-IA 3 After watching the video presentation, I've learned the different dimension of curriculum, including scope, sequence, continuity, integration, articulation and balance. • Scope- defines as all the content,topics, learning experiences and organizing threads comprising the educational plan according to Tyler in Ornstein (2004). • Sequence - it is where the content and experiences are arranged in hierarchical manner where the basis can be logic of the subject matter of growth of the cognitive, affective, psychomotor domains. There are four principles for sequence introduced by Smith, Stanley and Shore ( 1957) 1. Simple to complex learning 2. Prerequisite learning 3. Whole to part learning 4. Chronological learning • Continuity- refers to the vertical repetition and recurring appearances of the content provide continuity in the curriculum • Integration - organization is drawn from the world themes from all life concerns. • Articulation - can be done either vertically where the contents are arranged from level to level. • Balance- This is an equitable assignment of content,time, experiences and other elements to establish balance is needed in curriculum design.
ROBENACIO, DANICA D. BTLED-IA, 3 I have learned about the video is the dimensions of curriculum such as, Scope , sequence, continuity, integration, articulation and balance and also has its vision, mission, and goal for them to be follow. While In the guidelines of the curriculum is intended to have a consideration in terms of skill based and its a must that aligned to the students need.
Magdaraog, Crishun Jay E. BTLEd-IA 3rd Year I've learned the discussion the different dimensions of curriculum as follows Scope- define as the content topics, learning experiences and organizing threads comprising the educational plan. Sequence- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains Continuity- vertical repetition and recurring appearances of the content provide continuity in the curriculum Integration- everything is integrated and interconnected. Life is a series of emerging themes. This is the essence of integration in the curriculum design. Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas. Balance- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design.
Mananguite, Jenniva G. BTLED-HE 3 After watching the videos, I've learned about the importance of six dimension in curriculum which is the scope, sequence, continuily,Intregation, articulation and balance this s also considered in making a curriculum espciallly in balance, balancing is important to measure an adjust of content on curriculum.
CARIAS, JONYREL E. BTLED-HE 3RD YEAR Sept. 29, 2022 On this video presentation, I've learned that in order to achieve education goals, various principles of curriculum design have to be put in place. These include the principle of personalization, breadth, relevance, challenge and enjoyment. The principle of personalization and choice is one of the key principles of curriculum design. This principle plays a significant role in helping teaching professionals and learning institutions in their practice and as a basis for reviewing, evaluating and improving the learning and teaching process once taken into account for all children and young learners I've found out also that basing on the aforementioned principles of curriculum design, there is no doubt that curriculum design process plays a key role in the production of core educational programmes to enhance not only learners’ final learning outcomes and destinations but also well general learning and teaching approaches and requirements.
OLIVAS DANILO B JR. BTLED IA 3rd year About this dimemsions and principles of curriculum we can view here the use of this when it comes of teaching, this dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
BALBIN, JULIUS RYAN L. BTLED IA 3RD YEAR In this video, I've learned about the different dimensions of education after viewing this short video. Scope, Sequence, Continuity, Integration, Articulation, and Balance are the elements to consider. Aside from that curriculum involves vision, mission, goals and objectives for the bases when making curriculum design. This also includes the needs and the interests of the learners in which every facilator or teachers must considered.
Ronald G. Gonzaga BTLED - 3rd year In order to increase the course's capacity, the video addressed how to take into account all of the perspectives from society, people, students, and teachers. And I've discovered that curriculum principles are the values a school thinks will provide its pupils and community the best opportunity of success, as well as what they think is accurate in the situation. The guiding principles of a curriculum are comparable to the ones we live by and use to guide important decisions. The relationship between and among the various elements is also made apparent by both of the following. The fact that the material can be utilized in actual situations motivates me to study and comprehend its correlations.
DE ASIS, KATHERINE CITA G. BTLED- HE This Dimensions and Principles in Curriculum will also help us in order to put this in right track and make the curriculum more efficient.
BELARO, RUBYLYN E. BTLED-AFA 3 I've learned the discussion about the different dimensions and principles of curriculum. In order to achieve education goals, various principles of curriculum design have to be put in place. Which include Scope, sequence, integration, balance, continuity, and articulation these dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
DE GABRIEL, JOCELYN MARINO BTLED-AFA 3 After watching the video I have learned that their are six dimensions of curriculum namely; scope, sequence, continuity, integration, articulation and balance. This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
BEDEO, SYRA JEAN G. BTLED-IA 3rd year Good evening ma'am sorry for being late to comment this video. Thank you. In lesson 4 dimension and principles of curriculum my insight in this video discussion is about the different part of dimension of curriculum which is the scope, sequence, continuity, integration, articulation, and balance. That this will help to ensure that the student have learned. And in addition to this curriculum deals with improving capacity learning of a student.
BERNABE, CHANTAL KAYE S BTLED-HE 3 I learned in this video about the different dimensions of curriculum. These are the scope, sequence, continuity, integration, articulation, and balance. Curriculum should provide a appropriate scope. It should not be too much or less. Experiences or contents should arranged in a ordered manner. Equitable assignment content, time, experiences, and other elements to establish balance is needed.
BAYRANTE, NOVELYN J . BTLED-HE 3rd Year In this video, I've learned that in order for us to achieve education goals, one that we must put in place is the dimension principle of curriculum, my insight to this is student engagement in particular learnings will be organized, like for example one of the six dimension of curriculum is the Sequence, so this is very much important when it comes to learning, because the order or the arrangements of the content should be taught for the best leaning and to teach effectively, it will provide a smooth and progressive learning process to the learners and the well sequence curriculum enable learners and teachers to learned and to understand well the content of such things.
Ma'am, this is BAYRANTE, NOVELYN , I used the you tube channel of Mr. Bugna to had a comment to your video, because I forgot to change his RUclips channel to my channel. I hope you understand Po Thank you.
BANTULOD, RACHELL ANN J. BTLED-AFA 3 Curriculum designs provide clear relationships between and among the different elements 9f the curriculum objectives contents, activities and evaluation learning theories and concepts provide explanation of how learners learn and how educators can facilitate the best educational outcomes.
This short video display the Dimension of Curricilum. I came to know the Components of Dimension of Curriculum. The following are: Scope, Sequence, Continuity, Integration, Articulation and Balance.
Mangado, Jinky Ong BLED-AFA 3rd year Every teacher's have different strategies on how to teach his students. Because teacher's has vital role in order to know that students will be guide and to ensure that student is still on the right track.
Gorembalem, Sofronio John C. BTLEd -IA 3rd Year Dimension and Principles of Curriculum this are the important content of curriculum because these are expected specific objectives of curriculum. Without the dimensions and principle the curriculum will not be effective.
DE JUAN, IRISH DEM P. BTLED-IA 3RD YEAR. In this video I've learned about THE DIFFERENT DIMENSIONS OF CURRICULUM 1. SCOPE- the content topics, learning experiences and organizing threads comprising the educational plan. 2. SEQUENCE- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains. 3. INTEGRATION- everything is integrated and interconnected. This is the essence of integration in the curriculum design. 4. BALANCE- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design. 5. CONTINUITY- vertical repetition and recurring appearances of the content provide continuity in the curriculum 6. Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas. And also about the CURRICULUM PRINCIPLES the values a school believes will give both their pupils and community the best chance of succeeding, and what they know to be right, given its context.
Loyogoy, Steven Rico L. BTLEd-IA / 3rd Year I've learned the Different Dimension of Curriculum first is Scope is learning experiences and organizing threads comparising the educational plan second is Sequence is the content and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter. Third is Continuity is vertical repetition recurring appearance of the content provide continuity in the curriculum. Fourth ia Integration is everything is integrated and interconnected. Fifth is Articulation is logical progression of learning objectives. Last is the Balance which is equitable design of content time, experience, and other elements to established balance is needed to curriculum design.
CAPANGPANGAN JOHMEL TURLA BTLED-IA 3RD YEAR. In this video I've learned about THE DIFFERENT DIMENSIONS OF CURRICULUM 1. SCOPE- the content topics, learning experiences and organizing threads comprising the educational plan. 2. SEQUENCE- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains. 3. INTEGRATION- everything is integrated and interconnected. This is the essence of integration in the curriculum design. 4. BALANCE- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design. 5. CONTINUITY- vertical repetition and recurring appearances of the content provide continuity in the curriculum 6. Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas. And also about the CURRICULUM PRINCIPLES the values a school believes will give both their pupils and community the best chance of succeeding, and what they know to be right, given its context.
Good morning Ma’am Bato, Marynold Peter L. BTLEd- IA 3 The video tackled about how to consider all the insights of the society, individuals, students, and teachers that deals with improving the capacity of the course. And, i’ve learned that curriculum principles are the ideals that a school believes will give both its students and community the best chance of success, as well as what they believe to be correct in the context. Curriculum principles can be compared to the principles by which we live our life and make significant decisions. Also, both of the following provides a clearer view of the relationship between and among the different elements. It encourage me to study and understand the correlational of the topic since it can be applied in a real situational basis.
So in this video, it discusses the dimensions and principles of curriculum. This video discusses the curriculum by different parts: the scope, sequence, continuity , integration, articulation and balance. I've learned that curriculum involves vision, mission, goals and objectives for the bases when making curriculum design. This also includes the needs and the interests of the learners in which every facilator or teachers must considered. That's all Ma'am, thank you❤️❤️
Jhonas De Gabriel BTLED-IA-3RD year Oct. 12-14, 2021 I have learned in this video the following different dimensions of curriculum: Scope- which talks about all the content, topics, learning experiences and organizing thread made up with Educational plan (Tyler in Ornstein, 2004) Sequence- which is now about arrangement in Hierarchical manner of content and experiences. (Logic basis or on he development patterns of growth, the cognitive, affective, psychomotor domains •4 principles of Sequence (Smith, Stanley, Shore. 1957) -Simple to complex learning - Prerequisite Learning - Whole to part Learning - Chronological Learning 5 major Principles for organizing content presented by Posner and Rudnitsky (1994) that was elaborated in the video. Continuity- which talks about the vertical repetition and recurring appearances of the content provide continuity in the curriculum. Integration- which talks about that everything is integrated and interconnected. Artuculation- which talks about contents must be level to level. Balance- which talks about that there should be equitable assignment of all of the needed elements to establish balance is needed in curriculum design. Guidelines in Curriculum design(As enumerated in the video)
ORUA, MENCHIE C. BTLED-AFA, 3RD YEAR In the video presentation, it discussed the different dimensions of curriculum includes scope, sequence, continuity, integration, articulation, and balance. This dimensions help to create an effective curriculum and to master skills for developing curriculum.
Dones, Ryan Paul G. BTLED-IA 3rd Year In this video I learned the the discussion of dimensions and principles of curriculum. In this video dimensions curriculum different parts. - scope define as all the content, topics, learning experiences and organizing threads comprising the educational plan. - sequence contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains. - continuity vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills. - integration Everything is integrated and interconnected. Life is a series of emerging themes. This is the essence of integration in the curriculum design. Organization is drawn from the world themes from real life concerns. Subject matter content or disciplined content lines are erased and isolation is eliminated. - articulation logical progression of learning objectives from grade level to grade level, from course to course, within the curricular content areas. - balance equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.
REYMOND B. PAMBUENA BTLED-HE 3 Based on the video that I watched, I learned what the different dimensions of the curriculum are, which are: sequence,continuity, integration, articulation, and balance. And I also know what the guidelines are for curriculum design.
SEVILLA, LOVILLA R. BTLED- IA 3 Upon watching the video, I learned the dimensions of the curriculum and it has 6 which are scope, sequence, continuity, integration, articulation, and balance. These 4 dimensions will not be effective for the curriculum if it will not included. I also learned that the curriculum has a vision, mission, and goals.
Moises De guia Retenio BTLED-IA 3rd year In this video i have learned the different dimension and principle of curriculum. The different dimension of curriculum are scope, sequence, continuity, integration, articulation and balance. In scope- it is the all contenct, topicsx learning experience and organizing threads comprising the educational plan. In sequence- a content and experience are arranged in hierarchical manner. There are 4 principles for sequences introduced by Smith, stamley and shore 1. Simple to complex learning 2. Prerequisite learning 3. Whole to part learning 4. Chronological learning And 5 major principles for organizing content in units and can be applied in the curriculum 1. World-related sequence(space,time,physical attributes) 2. Concept-related sequence(class relation, propositional relations) 3. Inquiry-related sequence 4. Learning-related sequence (emperial prerequisites, family difficulty interest In continuity- it is the vertical repetition and recurring appearances of the content provide a continuity of curriculum In integration- the essence of curriculum is everything is interconnected and integrated. In articulation- a logical progression of learning objectives from grade lelvelt to grade level, form coursd to course with curricular content areas. In balance- thi is the equitable design of content, time, experience and other elements to establish balance is needed to curriculum ddesign. Students and their learning needs are at the centre of effective curriculum planning and assessment. This principle enables teachers to devise experiences to develop lifelong learners and responsible citizens. This dimension is underpinned by a shared set of values and clear purposes for teaching and learning
ALCAYDE, AMADO III P. BTLED HE-3 This video discuss the principle and six different dimensions of curriculum. This dimension is underpinned by a shared set of values and clear purposes for teaching and learning. On of the dimensions off curriculum is the sequence which is very important in designing the curriculum, the sequence must be arrange hierarchical manner for us to be guided that we are in a right track.
CATUNHAY, JONATHAN B. BTLED-IA-3 LESSON 4: DIMENSIONS AND PRINCIPLES OF CURRICULUM I have learned from this presentation the following: Dimensions: SCOPE, the content, topic learning experiences and organizing threads. SEQUENCE, arrangement or organization of contents in a hierarchical manner. CONTINUINY, vertical repetition and recurring appearances of the content. INTEGRATION, essence of integrating curriculum drawn from the world themes. Relating the contents of curriculum to practicality in life. ARTICULATION, logical progression of learning objectives from level to level and association of elements that occurs at the same time. BALANCE, equitable of contents and other element must be considered to achieve the contents in curriculum. GUIDELINES IN CURRICULUM DESIGN In crafting the curriculum, there are lots to be considered aside from the teachers, learners are one of the major concept to ensure that the contents of curriculum is align to the needs and interests of students. Another is the instution itself. There should be a consideration in terms of facilities especially when it comes to skill-based objectives.
ANIBAN, JESSA S. BTLED-HE3 In this video, I've learned the different dimension of curriculum which are the scope, sequence, continuity, integration, articulation and balance. This dimensions aim to master skills for developing curriculum.
MEDRANO, MA. NOVELA B. BTLED-IA 3 This Video discuss about the dimensions and principles of Curriculum there are Scope, Sequence, Continuity, Integration, Articulation, Balance.SCOPE is define as all the content, topics, learning experiences and organizing threads comprising the educational plan. the terms broad, limited, simple, general are few of the words that can describe the scope. refers to the coverage of the curriculum. can be divided into chunks called units, sub units, chapters or sub-chapters. SEQUENCE, contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains. CONTINUITY, vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills. Become Bruner calls this "spiral curriculum " for learners to develop the ideas, these have to be developed and redeveloped in a spiral fashion in increasing depth and breath as the learners advance. INTEGRATION Everything is integrated and interconnected. Life is a series of emerging themes". This is the essence of integration in the curriculum design. Organization is drawn from the world themes from real life concerns. Subject matter content or disciplined content lines are erased and isolation is eliminated.ARTICULATION, can be done either vertically or horizontally. In vertical articulation, contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level. Horizontal articulation happens at the same time like social studies in grade six is related to science in grade six. BALANCE, equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.
CARPIO, KRISTINE H. BTLED-AFA 3rd yr. In this video discussion I learned about dimensions and principles of curriculum. Curriculum design addresses relationships among curriculum’s components. It should achieve scope, sequence, continuity, integration, articulation, and balance. SCOPE - Curriculum designers must consider a curriculum’s breadth and depth of content that is, its scope. In Basic Principles of Curriculum Instruction, Ralph Tyler referred to scope as consisting of all the content, topics, learning experiences, and organizing threads comprising the educational plan. Scope includes all the types of educational experiences created to engage students in learning. It includes both cognitive and affective learning (and, some might add, spiritual learning). Sometimes a curriculum’s scope is limited to a simple listing of key topics and activities. A curriculum’s full scope can extend over a year or more. A curriculum whose scope covers only months or weeks is usually organized in units. Units are divided into lesson plans, which usually organize the information and activities into periods of hours or minutes. When teachers and other educators are deciding on curriculum content and its degree of detail, they are considering the curriculum’s scope. SEQUENCE When considering sequence, curricularists seek a curriculum that fosters cumulative and continuous learning. Specifically, curricularists must decide how content and experiences can build on what came before. There is a long-standing controversy over whether the sequence of content and experiences should be based on the logic of the subject matter or the way individuals process knowledge. CONTINUITY is vertical repetition of curriculum components. For example, if reading skills are an important objective, then, in Tyler’s words, “it is necessary to see that there is recurring and continuing opportunity for these skills to be practiced and developed. This means that over time the same kinds of skills will be brought into continuing operation. INTEGRATION refers to linking all types of knowledge and experiences contained within the curriculum plan. Essentially, it links all the curriculum’s pieces so that students comprehend knowledge as unified rather than atomized. Integration emphasizes horizontal relationships among topics and themes from all knowledge domains. Curriculum theorists and practitioners tend to disproportionately emphasize integration, advocating an interdisciplinary curriculum, which is essentially a curriculum that would not be characterized as standard curriculum content. In some ways, curriculum integration is not simply a design dimension, but also a way of thinking about schools’ purposes, curriculum’s sources, and the nature and uses of knowledge. ARTICULATION refers to the vertical and horizontal interrelatedness of various aspects of the curriculum, that is, to the ways in which curriculum components occurring later in a program’s sequence relate to those occurring earlier. BALANCE When designing a curriculum, educators strive to give appropriate weight to each aspect of the design. In a balanced curriculum, students can acquire and use knowledge in ways that advance their personal, social, and intellectual goals. Keeping the curriculum balanced requires continuous fine-tuning as well as balance in our philosophy and psychology of learning.
BOGTONG, JARYLL M. BTLED AFA 3RD YEAR SEPTEMBER 29 2022 In this video, the different dimensions and the principles of the curriculum are referred to here, it is the scope, sequence, integration, continuity, articulation and balance. it serves as a guide for teachers so that the content of the curriculum in our subject can be properly shared.
MILA, GLENDA A. BTLED-AFA,3RD YEAR The video entitled “Dimensions and Principles of Curriculum” tackled the goal on how teachers approach curriculum in purposeful and intentional ways, designing learning experiences that are relevant, meaningful and support students to acquire the knowledge, skills and competencies necessary to prepare them for their futures. There are several dimensions of Curriculum design. This includes the scope, integration, sequence, articulation, balance and continuity. Scope: When considering curriculum design, educators need to address the breadth and depth of its content. Some refer to this as the horizontal organization of the curriculum. Scope means not only the depth and range of content provided to students, but also all the varieties and types of educational experiences that are created to engage students in their learning. Integration: Integration refers to the linking of all types of knowledge and experiences contained within the curriculum plan. It is essentially a design feature to bring into close relationship all the bits and pieces of the curriculum in ways that enable the student to comprehend knowledge as unified, rather than individualized. Sequence: When considering sequence, curriculum designers are challenged to deal effectively with curricular elements so that the curriculum fosters cumulative and continuous learning, or what is referred to as the vertical relationship among curricular areas. Specifically, curriculum designers must decide how content and experiences will occur and reoccur so that students have opportunities to connect and enrich their understanding of the curriculum presented or experienced. Articulation: Articulation refers to the interrelatedness of various aspects of the curriculum. The relation can be either vertical or horizontal. Vertical articulation depicts the relationships of certain aspects in the curriculum sequence to lessons, topics, or courses appearing late in the program’s sequence. The key reason for addressing vertical articulation is to assure that students receive those leanings that are prerequisite to information presented later in the curriculum. Horizontal articulation refers to the association between or among elements occurring simultaneously. Balance: When designing a curriculum educators are also concerned that appropriate weight be given to each aspect of the design so that distortions do not occur. Balances problematic because we are constantly striving to localize and individualize the curriculum in its content and experiences while at the same time addressing a tradition that plans curriculum for the masses. Continuity: Continuity deals with the vertical manipulation or repetition of curriculum components. For example, if reading skills are an important objective, then it is necessary to see that there is recurring and continuing opportunity for those skills to be practiced and developed. Over time, the same kinds of skills need to be reinforced. In conclusion, curriculum often means a sequence of lectures, teaching timetables, examination sessions and grading. The main intention of curriculum design is to foster the academic development of students. Once a specific group of students is identified for whom the curriculum is to be designed, the purpose for the curriculum design can then be made clear from the outset. To carry out curriculum design and implementation successfully and to prevent conflicts of interests, it is also vital that coordinator is appointed and full institutional support be made available. If a curriculum is to be “a planned educational experience”, then curriculum design and implementation should follow a sequence of steps that operates like and upward and downward spiral with a robust feedback system for the adjustment of each step.
SABILAO, NARCEL E.
BTLED-HE- 3
After watching and reading the video presentation, I've learned about how to develop a curriculum and how this dimension and principle of curriculum is important. In order for us to aim the master skills for developing curriculum, we need to consider this six dimension which is scope, sequence, continuity, integrity, articulation, and balance. This is important to achieve what is needed to achieved in developing curriculum.
In this topic, I've learned about the different dimension and the principles of curriculum. This topic will help us in making curriculum.
Remedillo, Porferio Jr l.
BTLED- IA 3rd Year
I learned about the different dimensions of education after viewing this short video.
Scope, Sequence, Continuity, Integration, Articulation, and Balance are the elements to consider.
On integration, I've also discovered that everything is merged and interconnected; they're no longer separate or segregated. When something is integrated, it is brought together diverse things, especially those that were previously separated, are now brought together.
Good day ma'am!!
LIM, MANUEL JR D.
BTLED-IA 3
After watching the video presentation, I've learned the different dimension of curriculum, including scope, sequence, continuity, integration, articulation and balance.
• Scope- defines as all the content,topics, learning experiences and organizing threads comprising the educational plan according to Tyler in Ornstein (2004).
• Sequence - it is where the content and experiences are arranged in hierarchical manner where the basis can be logic of the subject matter of growth of the cognitive, affective, psychomotor domains.
There are four principles for sequence introduced by Smith, Stanley and Shore ( 1957)
1. Simple to complex learning
2. Prerequisite learning
3. Whole to part learning
4. Chronological learning
• Continuity- refers to the vertical repetition and recurring appearances of the content provide continuity in the curriculum
• Integration - organization is drawn from the world themes from all life concerns.
• Articulation - can be done either vertically where the contents are arranged from level to level.
• Balance- This is an equitable assignment of content,time, experiences and other elements to establish balance is needed in curriculum design.
ROBENACIO, DANICA D.
BTLED-IA, 3
I have learned about the video is the dimensions of curriculum such as, Scope , sequence, continuity, integration, articulation and balance and also has its vision, mission, and goal for them to be follow. While In the guidelines of the curriculum is intended to have a consideration in terms of skill based and its a must that aligned to the students need.
Magdaraog, Crishun Jay E.
BTLEd-IA 3rd Year
I've learned the discussion the different dimensions of curriculum as follows
Scope- define as the content topics, learning experiences and organizing threads comprising the educational plan.
Sequence- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains
Continuity- vertical repetition and recurring appearances of the content provide continuity in the curriculum
Integration- everything is integrated and interconnected. Life is a series of emerging themes. This is the essence of integration in the curriculum design.
Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas.
Balance- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design.
Mananguite, Jenniva G.
BTLED-HE 3
After watching the videos, I've learned about the importance of six dimension in curriculum which is the scope, sequence, continuily,Intregation, articulation and balance this s also considered in making a curriculum espciallly in balance, balancing is important to measure an adjust of content on curriculum.
CARIAS, JONYREL E.
BTLED-HE 3RD YEAR
Sept. 29, 2022
On this video presentation, I've learned that in order to achieve education goals, various principles of curriculum design have to be put in place. These include the principle of personalization, breadth, relevance, challenge and enjoyment. The principle of personalization and choice is one of the key principles of curriculum design. This principle plays a significant role in helping teaching professionals and learning institutions in their practice and as a basis for reviewing, evaluating and improving the learning and teaching process once taken into account for all children and young learners
I've found out also that basing on the aforementioned principles of curriculum design, there is no doubt that curriculum design process plays a key role in the production of core educational programmes to enhance not only learners’ final learning outcomes and destinations but also well general learning and teaching approaches and requirements.
OLIVAS DANILO B JR.
BTLED IA 3rd year
About this dimemsions and principles of curriculum we can view here the use of this when it comes of teaching, this dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
BALBIN, JULIUS RYAN L.
BTLED IA 3RD YEAR
In this video, I've learned about the different dimensions of education after viewing this short video. Scope, Sequence, Continuity, Integration, Articulation, and Balance are the elements to consider.
Aside from that curriculum involves vision, mission, goals and objectives for the bases when making curriculum design. This also includes the needs and the interests of the learners in which every facilator or teachers must considered.
Ronald G. Gonzaga
BTLED - 3rd year
In order to increase the course's capacity, the video addressed how to take into account all of the perspectives from society, people, students, and teachers. And I've discovered that curriculum principles are the values a school thinks will provide its pupils and community the best opportunity of success, as well as what they think is accurate in the situation. The guiding principles of a curriculum are comparable to the ones we live by and use to guide important decisions. The relationship between and among the various elements is also made apparent by both of the following. The fact that the material can be utilized in actual situations motivates me to study and comprehend its correlations.
DE ASIS, KATHERINE CITA G.
BTLED- HE
This Dimensions and Principles in Curriculum will also help us in order to put this in right track and make the curriculum more efficient.
BELARO, RUBYLYN E.
BTLED-AFA 3
I've learned the discussion about the different dimensions and principles of curriculum. In order to achieve education goals, various principles of curriculum design have to be put in place. Which include Scope, sequence, integration, balance, continuity, and articulation these dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
DE GABRIEL, JOCELYN MARINO
BTLED-AFA 3
After watching the video I have learned that their are six dimensions of curriculum namely; scope, sequence, continuity, integration, articulation and balance. This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that effect the hidden and ever emerging aspects of curriculum.
BEDEO, SYRA JEAN G.
BTLED-IA 3rd year
Good evening ma'am sorry for being late to comment this video. Thank you.
In lesson 4 dimension and principles of curriculum my insight in this video discussion is about the different part of dimension of curriculum which is the scope, sequence, continuity, integration, articulation, and balance. That this will help to ensure that the student have learned. And in addition to this curriculum deals with improving capacity learning of a student.
BERNABE, CHANTAL KAYE S
BTLED-HE 3
I learned in this video about the different dimensions of curriculum. These are the scope, sequence, continuity, integration, articulation, and balance. Curriculum should provide a appropriate scope. It should not be too much or less. Experiences or contents should arranged in a ordered manner. Equitable assignment content, time, experiences, and other elements to establish balance is needed.
BAYRANTE, NOVELYN J .
BTLED-HE 3rd Year
In this video, I've learned that in order for us to achieve education goals, one that we must put in place is the dimension principle of curriculum, my insight to this is student engagement in particular learnings will be organized, like for example one of the six dimension of curriculum is the Sequence, so this is very much important when it comes to learning, because the order or the arrangements of the content should be taught for the best leaning and to teach effectively, it will provide a smooth and progressive learning process to the learners and the well sequence curriculum enable learners and teachers to learned and to understand well the content of such things.
Ma'am, this is BAYRANTE, NOVELYN , I used the you tube channel of Mr. Bugna to had a comment to your video, because I forgot to change his RUclips channel to my channel. I hope you understand Po Thank you.
BANTULOD, RACHELL ANN J.
BTLED-AFA 3
Curriculum designs provide clear relationships between and among the different elements 9f the curriculum objectives contents, activities and evaluation learning theories and concepts provide explanation of how learners learn and how educators can facilitate the best educational outcomes.
This short video display the Dimension of Curricilum.
I came to know the Components of Dimension of Curriculum.
The following are: Scope, Sequence, Continuity, Integration, Articulation and Balance.
Mangado, Jinky Ong BLED-AFA 3rd year
Every teacher's have different strategies on how to teach his students. Because teacher's has vital role in order to know that students will be guide and to ensure that student is still on the right track.
Gorembalem, Sofronio John C.
BTLEd -IA 3rd Year
Dimension and Principles of Curriculum this are the important content of curriculum because these are expected specific objectives of curriculum. Without the dimensions and principle the curriculum will not be effective.
DE JUAN, IRISH DEM P.
BTLED-IA 3RD YEAR.
In this video I've learned about
THE DIFFERENT DIMENSIONS OF CURRICULUM
1. SCOPE- the content topics, learning experiences and organizing threads comprising the educational plan.
2. SEQUENCE- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains.
3. INTEGRATION- everything is integrated and interconnected. This is the essence of integration in the curriculum design.
4. BALANCE- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design.
5. CONTINUITY- vertical repetition and recurring appearances of the content provide continuity in the curriculum
6. Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas.
And also about the CURRICULUM PRINCIPLES the values a school believes will give both their pupils and community the best chance of succeeding, and what they know to be right, given its context.
Loyogoy, Steven Rico L.
BTLEd-IA / 3rd Year
I've learned the Different Dimension of Curriculum first is Scope is learning experiences and organizing threads comparising the educational plan second is Sequence is the content and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter. Third is Continuity is vertical repetition recurring appearance of the content provide continuity in the curriculum. Fourth ia Integration is everything is integrated and interconnected. Fifth is Articulation is logical progression of learning objectives. Last is the Balance which is equitable design of content time, experience, and other elements to established balance is needed to curriculum design.
CAPANGPANGAN JOHMEL TURLA
BTLED-IA 3RD YEAR.
In this video I've learned about
THE DIFFERENT DIMENSIONS OF CURRICULUM
1. SCOPE- the content topics, learning experiences and organizing threads comprising the educational plan.
2. SEQUENCE- contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the Developmental patterns of growth of the cognitive, affective and psychomotor domains.
3. INTEGRATION- everything is integrated and interconnected. This is the essence of integration in the curriculum design.
4. BALANCE- equitable design of content, time, experience, and other elements to establish balance is needed to curriculum design.
5. CONTINUITY- vertical repetition and recurring appearances of the content provide continuity in the curriculum
6. Articulation- logical progression of learning objectives from grade level to grade level, from course to course within the curricular content areas.
And also about the CURRICULUM PRINCIPLES the values a school believes will give both their pupils and community the best chance of succeeding, and what they know to be right, given its context.
Good morning Ma’am
Bato, Marynold Peter L.
BTLEd- IA 3
The video tackled about how to consider all the insights of the society, individuals, students, and teachers that deals with improving the capacity of the course. And, i’ve learned that curriculum principles are the ideals that a school believes will give both its students and community the best chance of success, as well as what they believe to be correct in the context. Curriculum principles can be compared to the principles by which we live our life and make significant decisions. Also, both of the following provides a clearer view of the relationship between and among the different elements. It encourage me to study and understand the correlational of the topic since it can be applied in a real situational basis.
So in this video, it discusses the dimensions and principles of curriculum. This video discusses the curriculum by different parts: the scope, sequence, continuity , integration, articulation and balance.
I've learned that curriculum involves vision, mission, goals and objectives for the bases when making curriculum design. This also includes the needs and the interests of the learners in which every facilator or teachers must considered.
That's all Ma'am, thank you❤️❤️
Jhonas De Gabriel
BTLED-IA-3RD year
Oct. 12-14, 2021
I have learned in this video the following different dimensions of curriculum:
Scope- which talks about all the content, topics, learning experiences and organizing thread made up with Educational plan (Tyler in Ornstein, 2004)
Sequence- which is now about arrangement in Hierarchical manner of content and experiences. (Logic basis or on he development patterns of growth, the cognitive, affective, psychomotor domains
•4 principles of Sequence (Smith, Stanley, Shore. 1957)
-Simple to complex learning
- Prerequisite Learning
- Whole to part Learning
- Chronological Learning
5 major Principles for organizing content presented by Posner and Rudnitsky (1994) that was elaborated in the video.
Continuity- which talks about the vertical repetition and recurring appearances of the content provide continuity in the curriculum.
Integration- which talks about that everything is integrated and interconnected.
Artuculation- which talks about contents must be level to level.
Balance- which talks about that there should be equitable assignment of all of the needed elements to establish balance is needed in curriculum design.
Guidelines in Curriculum design(As enumerated in the video)
ORUA, MENCHIE C.
BTLED-AFA, 3RD YEAR
In the video presentation, it discussed the different dimensions of curriculum includes scope, sequence, continuity, integration, articulation, and balance. This dimensions help to create an effective curriculum and to master skills for developing curriculum.
Dones, Ryan Paul G.
BTLED-IA 3rd Year
In this video I learned the the discussion of dimensions and principles of curriculum. In this video dimensions curriculum different parts.
- scope
define as all the content, topics, learning experiences and organizing threads comprising the educational plan.
- sequence
contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains.
- continuity
vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills.
- integration
Everything is integrated and interconnected. Life is a series of emerging themes. This is the essence of integration in the curriculum design. Organization is drawn from the world themes from real life concerns. Subject matter content or disciplined content lines are erased and isolation is eliminated.
- articulation
logical progression of learning objectives from grade level to grade level, from course to course, within the curricular content areas.
- balance
equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.
REYMOND B. PAMBUENA
BTLED-HE 3
Based on the video that I watched, I learned what the different dimensions of the curriculum are, which are: sequence,continuity, integration, articulation, and balance. And I also know what the guidelines are for curriculum design.
SEVILLA, LOVILLA R.
BTLED- IA 3
Upon watching the video, I learned the dimensions of the curriculum and it has 6 which are scope, sequence, continuity, integration, articulation, and balance. These 4 dimensions will not be effective for the curriculum if it will not included. I also learned that the curriculum has a vision, mission, and goals.
Moises De guia Retenio
BTLED-IA 3rd year
In this video i have learned the different dimension and principle of curriculum. The different dimension of curriculum are scope, sequence, continuity, integration, articulation and balance.
In scope- it is the all contenct, topicsx learning experience and organizing threads comprising the educational plan.
In sequence- a content and experience are arranged in hierarchical manner.
There are 4 principles for sequences introduced by Smith, stamley and shore
1. Simple to complex learning
2. Prerequisite learning
3. Whole to part learning
4. Chronological learning
And 5 major principles for organizing content in units and can be applied in the curriculum
1. World-related sequence(space,time,physical attributes)
2. Concept-related sequence(class relation, propositional relations)
3. Inquiry-related sequence
4. Learning-related sequence (emperial prerequisites, family difficulty interest
In continuity- it is the vertical repetition and recurring appearances of the content provide a continuity of curriculum
In integration- the essence of curriculum is everything is interconnected and integrated.
In articulation- a logical progression of learning objectives from grade lelvelt to grade level, form coursd to course with curricular content areas.
In balance- thi is the equitable design of content, time, experience and other elements to establish balance is needed to curriculum ddesign.
Students and their learning needs are at the centre of effective curriculum planning and assessment. This principle enables teachers to devise experiences to develop lifelong learners and responsible citizens. This dimension is underpinned by a shared set of values and clear purposes for teaching and learning
ALCAYDE, AMADO III P.
BTLED HE-3
This video discuss the principle and six different dimensions of curriculum. This dimension is underpinned by a shared set of values and clear purposes for teaching and learning. On of the dimensions off curriculum is the sequence which is very important in designing the curriculum, the sequence must be arrange hierarchical manner for us to be guided that we are in a right track.
CATUNHAY, JONATHAN B.
BTLED-IA-3
LESSON 4:
DIMENSIONS AND PRINCIPLES OF CURRICULUM
I have learned from this presentation the following:
Dimensions:
SCOPE, the content, topic learning experiences and organizing threads.
SEQUENCE, arrangement or organization of contents in a hierarchical manner.
CONTINUINY, vertical repetition and recurring appearances of the content.
INTEGRATION, essence of integrating curriculum drawn from the world themes. Relating the contents of curriculum to practicality in life.
ARTICULATION, logical progression of learning objectives from level to level and association of elements that occurs at the same time.
BALANCE, equitable of contents and other element must be considered to achieve the contents in curriculum.
GUIDELINES IN CURRICULUM DESIGN
In crafting the curriculum, there are lots to be considered aside from the teachers, learners are one of the major concept to ensure that the contents of curriculum is align to the needs and interests of students. Another is the instution itself. There should be a consideration in terms of facilities especially when it comes to skill-based objectives.
ANIBAN, JESSA S.
BTLED-HE3
In this video, I've learned the different dimension of curriculum which are the scope, sequence, continuity, integration, articulation and balance. This dimensions aim to master skills for developing curriculum.
MEDRANO, MA. NOVELA B.
BTLED-IA 3
This Video discuss about the dimensions and principles of Curriculum there are Scope, Sequence, Continuity, Integration, Articulation, Balance.SCOPE is define as all the content, topics, learning experiences and organizing threads comprising the educational plan. the terms broad, limited, simple, general are few of the words that can describe the scope. refers to the coverage of the curriculum. can be divided into chunks called units, sub units, chapters or sub-chapters. SEQUENCE, contents and experiences are arrange in hierarchical manner where the basis can either be logic of the subject matter or on the developmental patterns of growth of the cognitive, affective and psychomotor domains. CONTINUITY, vertical repetition and recurring appearances of the content provide continuity in the curriculum. This process enables the learner to strengthen the permanency of learning and development of skills. Become Bruner calls this "spiral curriculum " for learners to develop the ideas, these have to be developed and redeveloped in a spiral fashion in increasing depth and breath as the learners advance. INTEGRATION Everything is integrated and interconnected. Life is
a series of emerging themes". This is the essence of
integration in the curriculum design. Organization is drawn from the world themes from real life concerns. Subject matter content or disciplined content lines are erased and isolation is eliminated.ARTICULATION, can be done either vertically or horizontally. In vertical articulation, contents are arranged from level to level or grade to grade so that the content in a lower level is connected to the next level. Horizontal articulation happens at the same time like social studies in grade six is related to science in grade six. BALANCE, equitable assignment of content, time, experiences and other elements to establish balance is needed in curriculum design.
CARPIO, KRISTINE H.
BTLED-AFA 3rd yr.
In this video discussion I learned about dimensions and principles of curriculum. Curriculum design addresses relationships among curriculum’s components. It should achieve scope, sequence, continuity, integration, articulation, and balance.
SCOPE - Curriculum designers must consider a curriculum’s breadth and depth of content that is, its scope. In Basic Principles of Curriculum Instruction, Ralph Tyler referred to scope as consisting of all the content, topics, learning experiences, and organizing threads comprising the educational plan. Scope includes all the types of educational experiences created to engage students in learning. It includes both cognitive and affective learning (and, some might add, spiritual learning). Sometimes a curriculum’s scope is limited to a simple listing of key topics and activities. A curriculum’s full scope can extend over a year or more. A curriculum whose scope covers only months or weeks is usually organized in units. Units are divided into lesson plans, which usually organize the information and activities into periods of hours or minutes. When teachers and other educators are deciding on curriculum content and its degree of detail, they are considering the curriculum’s scope.
SEQUENCE When considering sequence, curricularists seek a curriculum that fosters cumulative and continuous learning. Specifically, curricularists must decide how content and experiences can build on what came before. There is a long-standing controversy over whether the sequence of content and experiences should be based on the logic of the subject matter or the way individuals process knowledge.
CONTINUITY is vertical repetition of curriculum components. For example, if reading skills are an important objective, then, in Tyler’s words, “it is necessary to see that there is recurring and continuing opportunity for these skills to be practiced and developed. This means that over time the same kinds of skills will be brought into continuing operation.
INTEGRATION refers to linking all types of knowledge and experiences contained within the curriculum plan. Essentially, it links all the curriculum’s pieces so that students comprehend knowledge as unified rather than atomized. Integration emphasizes horizontal relationships among topics and themes from all knowledge domains. Curriculum theorists and practitioners tend to disproportionately emphasize integration, advocating an interdisciplinary curriculum, which is essentially a curriculum that would not be characterized as standard curriculum content. In some ways, curriculum integration is not simply a design dimension, but also a way of thinking about schools’ purposes, curriculum’s sources, and the nature and uses of knowledge.
ARTICULATION refers to the vertical and horizontal interrelatedness of various aspects of the curriculum, that is, to the ways in which curriculum components occurring later in a program’s sequence relate to those occurring earlier.
BALANCE When designing a curriculum, educators strive to give appropriate weight to each aspect of the design. In a balanced curriculum, students can acquire and use knowledge in ways that advance their personal, social, and intellectual goals. Keeping the curriculum balanced requires continuous fine-tuning as well as balance in our philosophy and psychology of learning.
BOGTONG, JARYLL M.
BTLED AFA 3RD YEAR
SEPTEMBER 29 2022
In this video, the different dimensions and the principles of the curriculum are referred to here, it is the scope, sequence, integration, continuity, articulation and balance. it serves as a guide for teachers so that the content of the curriculum in our subject can be properly shared.
MILA, GLENDA A.
BTLED-AFA,3RD YEAR
The video entitled “Dimensions and Principles of Curriculum” tackled the goal on how teachers approach curriculum in purposeful and intentional ways, designing learning experiences that are relevant, meaningful and support students to acquire the knowledge, skills and competencies necessary to prepare them for their futures. There are several dimensions of Curriculum design. This includes the scope, integration, sequence, articulation, balance and continuity.
Scope: When considering curriculum design, educators need to address the breadth and depth of its content. Some refer to this as the horizontal organization of the curriculum. Scope means not only the depth and range of content provided to students, but also all the varieties and types of educational experiences that are created to engage students in their learning.
Integration: Integration refers to the linking of all types of knowledge and experiences contained within the curriculum plan. It is essentially a design feature to bring into close relationship all the bits and pieces of the curriculum in ways that enable the student to comprehend knowledge as unified, rather than individualized.
Sequence: When considering sequence, curriculum designers are challenged to deal effectively with curricular elements so that the curriculum fosters cumulative and continuous learning, or what is referred to as the vertical relationship among curricular areas. Specifically, curriculum designers must decide how content and experiences will occur and reoccur so that students have opportunities to connect and enrich their understanding of the curriculum presented or experienced.
Articulation: Articulation refers to the interrelatedness of various aspects of the curriculum. The relation can be either vertical or horizontal. Vertical articulation depicts the relationships of certain aspects in the curriculum sequence to lessons, topics, or courses appearing late in the program’s sequence. The key reason for addressing vertical articulation is to assure that students receive those leanings that are prerequisite to information presented later in the curriculum. Horizontal articulation refers to the association between or among elements occurring simultaneously.
Balance: When designing a curriculum educators are also concerned that appropriate weight be given to each aspect of the design so that distortions do not occur. Balances problematic because we are constantly striving to localize and individualize the curriculum in its content and experiences while at the same time addressing a tradition that plans curriculum for the masses.
Continuity: Continuity deals with the vertical manipulation or repetition of curriculum components. For example, if reading skills are an important objective, then it is necessary to see that there is recurring and continuing opportunity for those skills to be practiced and developed. Over time, the same kinds of skills need to be reinforced.
In conclusion, curriculum often means a sequence of lectures, teaching timetables, examination sessions and grading. The main intention of curriculum design is to foster the academic development of students. Once a specific group of students is identified for whom the curriculum is to be designed, the purpose for the curriculum design can then be made clear from the outset. To carry out curriculum design and implementation successfully and to prevent conflicts of interests, it is also vital that coordinator is appointed and full institutional support be made available. If a curriculum is to be “a planned educational experience”, then curriculum design and implementation should follow a sequence of steps that operates like and upward and downward spiral with a robust feedback system for the adjustment of each step.