Karen frongoso curriculum design models

Curriculum Design Curriculum Design ModelsModels

Module II Module II Lesson 1Lesson 1

IntroductionIntroduction

As a teacher, one has to be a curriculum As a teacher, one has to be a curriculum designer, curriculum implementor, and a designer, curriculum implementor, and a curriculum evaluator. These threefold curriculum evaluator. These threefold functions are embedded in the teaching functions are embedded in the teaching profession. Every single day, a teacher profession. Every single day, a teacher plans, implements, and evaluates the plans, implements, and evaluates the curriculum in the school. Hence it would curriculum in the school. Hence it would be of great help to know how school be of great help to know how school curricula are being made or crafted. curricula are being made or crafted.

Curriculum Design ModelsCurriculum Design Models

Crafting a curriculum is like Crafting a curriculum is like writing a lesson plan. It is like writing a lesson plan. It is like making something with the making something with the different components, and putting different components, and putting them together in a creative way. them together in a creative way. It is a task that all teachers should It is a task that all teachers should know and understand, or better know and understand, or better still, to know how to craft one.still, to know how to craft one.

Structures of Curriculum DesignStructures of Curriculum Design

1.1. SUBJECT-CENTERED DESIGN MODELSUBJECT-CENTERED DESIGN MODEL

This model focuses on the content of This model focuses on the content of the curriculum. The subject-centered the curriculum. The subject-centered design corresponds mostly to the design corresponds mostly to the textbook, written for the specific textbook, written for the specific subject. Henry Morrison and William subject. Henry Morrison and William Harris are the few curricularists who Harris are the few curricularists who were firm believers of this design. were firm believers of this design. Most of the schools using this kind of Most of the schools using this kind of structure aim for excellence in the structure aim for excellence in the subject matter content.subject matter content.

Examples of Subject-Centered CurriculumExamples of Subject-Centered Curriculum

SUBJECT DESIGN SUBJECT DESIGN

This is the oldest and so far the most familiar design This is the oldest and so far the most familiar design for teachers, parents and other laymen. According to for teachers, parents and other laymen. According to the advocates, subject design has an advantage the advocates, subject design has an advantage because it is easy to deliver. Complementary books because it is easy to deliver. Complementary books are written and support instructional materials are are written and support instructional materials are commercially available. Teachers are familiar with commercially available. Teachers are familiar with the format, because they were also educated using the format, because they were also educated using the design. However, the drawback of this design is the design. However, the drawback of this design is that sometimes, learning is so compartmentalized. It that sometimes, learning is so compartmentalized. It stresses so much the content that it forgets about stresses so much the content that it forgets about students’ natural tendencies, interests and students’ natural tendencies, interests and experiences.experiences.


Discipline designDiscipline design

This curriculum model is related to the subject design. This curriculum model is related to the subject design. However, while subject design centers only on the cluster However, while subject design centers only on the cluster of content, discipline design focuses on academic of content, discipline design focuses on academic disciplines. Disciple refers to specific knowledge learned disciplines. Disciple refers to specific knowledge learned through a method which the scholars use to study a through a method which the scholars use to study a specific content of their fields. This is often used in specific content of their fields. This is often used in college, but not in the elementary or secondary levels. So college, but not in the elementary or secondary levels. So from the subject-centered curriculum, it moves higher to from the subject-centered curriculum, it moves higher to a discipline when the students are more mature and are a discipline when the students are more mature and are already moving towards their career path or disciplines already moving towards their career path or disciplines as science, mathematics, psychology, humanities, history as science, mathematics, psychology, humanities, history , and others. Disciplines becomes the degree program., and others. Disciplines becomes the degree program.


Correlation designCorrelation design

This cThis comes from a core, correlated omes from a core, correlated curriculum design that links curriculum design that links separate subject designs in order separate subject designs in order to reduce fragmentation. Subjects to reduce fragmentation. Subjects are related to one another but are related to one another but each subject maintains its identity.each subject maintains its identity.


Broad field design/interdisciplinary Broad field design/interdisciplinary

This is a variation of the subject-centered This is a variation of the subject-centered design. This design was made to prevent design. This design was made to prevent the compartmentalization of subjects and the compartmentalization of subjects and integrate the contents that are related to integrate the contents that are related to each other. Sometimes called holistic each other. Sometimes called holistic curriculum, broad field design draws curriculum, broad field design draws around themes and integration. around themes and integration.

2.2. Learner-centered design Learner-centered design

Among the progressive educational psychologists, Among the progressive educational psychologists, the learner is the center of the educative process. the learner is the center of the educative process. This emphasis is very strong in the elementary This emphasis is very strong in the elementary level, however more concern has been placed on level, however more concern has been placed on the secondary and even the tertiary levels. the secondary and even the tertiary levels. Although in high school, the subject or content Although in high school, the subject or content has become the focus and in the college level, the has become the focus and in the college level, the discipline is the center, both levels still recognize discipline is the center, both levels still recognize the importance of the learner in the curriculum.the importance of the learner in the curriculum.

Structures of Curriculum DesignStructures of Curriculum DesignStructures of Curriculum DesignStructures of Curriculum Design

Examples of learner-Centered CurriculumExamples of learner-Centered Curriculum

Child-centered design Child-centered design This design is often attributed to the influence of John Dewey, This design is often attributed to the influence of John Dewey, Rousseau, Pestallozi, and Froebel. The curriculum design is Rousseau, Pestallozi, and Froebel. The curriculum design is anchored on the needs and interests of the child. The learner is anchored on the needs and interests of the child. The learner is not considered as a passive individual but as one who engages not considered as a passive individual but as one who engages with his/her environment. One learns by doing. Learners with his/her environment. One learns by doing. Learners actively create, construct meanings and understanding as actively create, construct meanings and understanding as viewed by the constructivists. In this design, learners interact viewed by the constructivists. In this design, learners interact with the teachers and the environment, thus there is a with the teachers and the environment, thus there is a collaborative effort on both sides to plan lessons, select collaborative effort on both sides to plan lessons, select content and do activities together. Learning is a product of the content and do activities together. Learning is a product of the child’s interaction with the environment.child’s interaction with the environment.


Experience-centered design Experience-centered design This design is similar to the child centered design. This design is similar to the child centered design. Although, the child remains to be the focus, experience-Although, the child remains to be the focus, experience-centred design believes that the interests and needs of centred design believes that the interests and needs of learners and needs of learners cannot be pre-planned. learners and needs of learners cannot be pre-planned. Instead, experiences of the learners become the starting Instead, experiences of the learners become the starting point of the curriculum, thus the school environment is point of the curriculum, thus the school environment is left open and free. Learners are made to choose from left open and free. Learners are made to choose from various activities that the teacher provides. The learners various activities that the teacher provides. The learners are empowered to shape their own learning from the are empowered to shape their own learning from the different opportunities given by the teacher.different opportunities given by the teacher.


humanistic design humanistic design The key lead personalities in this curriculum design were The key lead personalities in this curriculum design were Abraham Maslow and Carl Rogers. Maslow’s theory of self-Abraham Maslow and Carl Rogers. Maslow’s theory of self-actualization explains that a person who achieves this level is actualization explains that a person who achieves this level is accepting of self, others, and nature; is simple, spontaneous accepting of self, others, and nature; is simple, spontaneous and natural; is open to different experiences; possesses and natural; is open to different experiences; possesses empathy and sympathy towards the less fortunate, among empathy and sympathy towards the less fortunate, among many others. The person can achieve this state of self-many others. The person can achieve this state of self-actualization later in life but has to start the process while actualization later in life but has to start the process while still in school. Carl Rogers, on the other hand, believed that a still in school. Carl Rogers, on the other hand, believed that a person can enhance self-directed learning by improving self person can enhance self-directed learning by improving self understanding and basic attitudes to guide behaviour. understanding and basic attitudes to guide behaviour.

Structures of Curriculum DesignStructures of Curriculum Design

3.3. Problem-centered designProblem-centered designGenerally, problem-centered design draws Generally, problem-centered design draws on social problems, needs, interests, and on social problems, needs, interests, and abilities of the learners. Various problems abilities of the learners. Various problems are given emphases. There are those that are given emphases. There are those that center life situations, contemporary life center life situations, contemporary life problems, areas of living and many others. problems, areas of living and many others. In this curriculum, content cuts across In this curriculum, content cuts across subject boundaries and must be based on subject boundaries and must be based on the needs, concerns, and abilities of the the needs, concerns, and abilities of the students.students.

Examples of Problem-Centered CurriculumExamples of Problem-Centered Curriculum

Life-situations designLife-situations designWhat makes the design unique is that the contents are What makes the design unique is that the contents are organized in ways that allow students to clearly view problem organized in ways that allow students to clearly view problem areas clearly. It uses the past and the present experiences of areas clearly. It uses the past and the present experiences of learners as a means to analyse the basic areas of living. As a learners as a means to analyse the basic areas of living. As a starting point, the pressing immediate problems of the society starting point, the pressing immediate problems of the society and the students’ existing concerns are utilized. Based on and the students’ existing concerns are utilized. Based on Herbert Spencer’s curriculum writing, his emphases were Herbert Spencer’s curriculum writing, his emphases were activities that sustain life, enhance life, aid in rearing children, activities that sustain life, enhance life, aid in rearing children, maintain the individual’s social and political relations and maintain the individual’s social and political relations and enhance leisure, tasks and feelings. The connection of subject enhance leisure, tasks and feelings. The connection of subject matter to real situations increases the relevance of the matter to real situations increases the relevance of the curriculum.curriculum.

Examples of Problem-Centered CurriculumExamples of Problem-Centered Curriculum

Core designCore design

Another example of problem-centered Another example of problem-centered design. It centers on general education design. It centers on general education and the problems are based on and the problems are based on common human activities. The central common human activities. The central focus of the core design includes focus of the core design includes common needs, problems, concerns of common needs, problems, concerns of the learners. the learners.

Ways On How To Proceed Ways On How To Proceed Following A Core Design Of A Following A Core Design Of A

Curriculum (Faunce & Bossing, Curriculum (Faunce & Bossing, 1959)1959)

1. The problem is selected by either the teacher or students.



2. A group consensus is made to identify the important problems and interest of the class.



3. Problems are selected on the basis of developed criteria for selection.



4. The problem is clearly stated and defined.



5. Areas of study are decided, including dividing the class by individual or group interests.



6. Needed information is listed and discussed.



7. Resources for obtaining information are listed and discussed.



8. Information is obtained and organized.


Curriculum (Faunce & Curriculum (Faunce & Bossing, 1959)Bossing, 1959)

9. Information is analysed and interpreted.



10. Tentative conclusions are stated and tested.



11.A report is presented to the class on an individual or group basis.


Curriculum (Faunce & Curriculum (Faunce & Bossing, 1959)Bossing, 1959)

12.Conclusions are evaluated.



13.New avenues of exploration toward further problem solving are examined.

Karen frongoso curriculum design models

Education

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