CURRICULUM DESIGN MODELS

MODULE II CRAFTING THE CURRICULUM

Lesson 1

URDANETA CITY UNIVERSITYCollege of Education

Curriculum Development

Reporter : Ruth N. Flores – UESE 4

As a TEACHER, one has to be a:

– curriculum designer– curriculum implementer– curriculum evaluator

I N T R O D U C T I O N

ORGANIZATION OF CURRICULUM

HORIZONTAL VERTICAL

the direction of the curriculum elements is sideways.

the sequence of the curriculum elements follow a vertical design

HORIZON TAL ARRANGEMENT

INTERELATE

Ex. #1

EX. #2

VERTICAL ARRANGEMENTSAMPLE 1

SAMPLE 2

This model focuses on the content of the curriculum. The subject centered design corresponds mostly of the textbook, written for the specific subject.

Henry Morrison and William Harris are the few curricularist who were firm believers of this design. In this instance, schools divide the school hours to different subjects such as reading, grammar, literature, mathematics, science, history and geography. In the Philippines, our curricula in any level is also divided in different subjects or course. Most of schools using this kind of structure aim for excellence in the subject matter content.

SUBJECT-CENTERED DESIGN MODEL

SUBJECT DESIGN

oldest and so far the most familiar design for teachers, parents and laymen.

Examples of Subject-centered Design

Advantages Disadvantages

•Easy to deliver•Complimentary books are written•Support instructional materials are commercially available•Teachers are familiar with the format

•Learning is compartmentalized•Stresses so much the content that it forgets the student’s natural tendencies, interests and experiences

DISCIPLINE DESIGN Focuses on academic disciplines

DISCIPLINE – refers to specific knowledge learned through a method which the scholars use to study a specific content of their field.

Often use in college, but not in elementary or secondary levels

The discipline design engages the students so they can analyze the curriculum and draw conclusions. It helps students to master the content area and in turn increase independent learning.

According to Bruner, the discipline design clarifies the relationship between beginning knowledge and advanced knowledge. This will allow the students to gain meaning and advance through the content.

CORRELATION DESIGN

Comes from core, correlated curriculum design that links separate subject designs in order to reduce fragmentation

Subjects are related to one another but each subject maintains its identity.

BROAD FIELD DESIGN/INTERDISCIPLINARY

A variation of the subject-centered design

This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other

EXAMPLES

LEARNER-CENTERED DESIGN

“Learner is the center of the

educative process”

CHILD-CENTERED DESIGN

Examples of Learner-centered Design

Child-centered Design

Anchored on the needs and

interests of the child

One learns by

doingLearner engages

with his/her environment

Features:

JOHN DEWEY ROUSSEAU PESTALLOZI FROEBEL

This design is often attributed to the influence of ;

EXPERIENCE-CENTERED DESIGN similar to child-centered believes that the interest and needs of learners cannot be

preplanned. Instead, experience of the learners become the starting point of the curriculum

learners are made to choose from various activities that the teacher provides.

learners are empowered to shape their own learning

different learning centers are found time is flexible children are free to make options activities revolve around different emphasis such

as touching, feeling imagining, constructing relating and others.

FEATURES :

Development of self is the ultimate objective of learning

It considers the cognitive, affective and psychomotor domain to be interconnected

It stresses the development of positive self-concept and interpersonal skills

HUMANISTIC DESIGN

Key lead personalities

Abraham Maslow Carl Rogers

Maslow’s Theory Rogers’ Theory

A person who achieves the level of self actualization is:•Accepting of self, others and nature•Simple, spontaneous and natural•Open to different experiences•Possesses empathy and sympathy towards the less fortunate

•Believed that a person can enhance self-directed learning by improving self understanding and basic attitudes to guide behavior

Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved.

Problem-centered curriculum is inherently engaging and authentic, because the students have a real purpose to their inquiry - solving the problem. Problem-Centered Curriculum

PROBLEM-CENTERED DESIGN

Types of problems to be explored may include: Life situations involving real problems of

practice Problems that revolve around life at a

given school Problems selected from local issues Philosophical or moral problems Problem-Centered Curriculum.

Life Situations DesignWhat makes this design unique?

Contents are organized in ways that allow students to view problem areas clearly.

It Uses The Learner’sPast and Present Experiences

Examples of Learner-centered Design

Herbert Spencer

His emphases were activities that:

Sustain lifeEnhance LifeAid in rearing childrenMaintain the individual’s social and political

relationsEnhance leisure, tasks, feelings

It centers on general education and the problems are based on common human activities.

The central focus of the core design includes common needs, problems, concerns, of the learners.

Core Design

Faunce and Bossing presented ways on how to proceed following a core design of a curriculum as follows.1. The problem is selected either the teachers or a

students.2. A group consensus is made to identify the

important problems and interest of a class.3. Problem are selected on the basis of develop

criteria for selection.4. The problem is clearly stated and design.5. Areas of study are decided, including dividing a

class by individual or group interest6. Needed information is needed and discussed.

7. Resources for obtaining information are listed and discussed.

8. Information is obtained and organized.9. Information is analyzed and interpreted.10. Tentative conclusion are stated and tested.11.A report is presented on the class on an individual

or a group basis.12.Conclusion are evaluated.13. new avenues of exploration toward further

problem solving are examined.

End…