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Curriculum Design Report

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Ghuia Carla Lacsinto
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12 views16 pages

Curriculum Design Report

Uploaded by

Ghuia Carla Lacsinto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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CURRICULUM

DESIGN
MODELS
Presented by:
Ghuia Carla B. Lacsinto
S U B J E C T- C E N T E R E D D E S I G N M O D E L

- This model focuses on the content of the curriculum.


The subject centered design corresponds mostly to the
textbook, written for the specific subject.
HENRY MORRISON AND WILLIAM
HARRIS

• are the few curricularists 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
courses. Most of the schools using this kind of structure aim
for excellence in the subject matter content
E X A M P L E S O F S U B J E C T- C E N T E R E D
C U R R I C U L U M A R E I N C L U D E D B E L O W:

a. Subject design - What subjects are you teaching? What subjects are you taking?
These are two sample questions to which the teacher and the learner can easily give an
answer. It is so because they are familiar with the subject design curriculum.
Subject design curriculum is the oldest and so far the most familiar design for teachers,
parents and other laymen. According to the advocates, subject design has an advantage
because it is easy to deliver. Complementary books are written and support instructional
materials are commercially available. Teachers are familiar with the format, because
they were also educated using the design. In the Philippine educa- tional system, the
number of subjects in the elementary educa- tion is fewer than in the secondary level. In
college, the number of subjects also differs according to the degree programs being
pursued.
However, the drawback of this design is that sometimes, learning is so
compartmentalized. It stresses so much the con- tent that it forgets
about students' natural tendencies, interests and experiences. The
tendency of the teacher is to pour in so much content to the learner so
that the students become sim- ply the empty vessel that receive the
information or content.
b. Discipline design - This curriculum model is related to the subject
design. However, while subject design centers only on the cluster of
content, 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 fields.
Students in history should learn the subject matter like historians,
students in biology should learn how biologists learn, and so with
students in mathematics should learn how mathematicians learn. In the
same manner, teachers should teach how the scholars in the discipline
will convey the particular knowledge.
The discipline design model of curriculum is often used in
college, but not in the elementary or secondary levels. So from
the subject-centered curriculum, curriculum moves higher to a
discipline when the students are more mature and are already
moving towards their career path or disciplines as science,
mathematics, psychology, humanities, history and others. Disci-
pline becomes the degree program.
c. Correlation design- This comes from a 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.
For example, English literature and social studies correlate well in the
elementary level. In the two subjects, while history is being studied,
different literary pieces during the historical period are being studied.
The same is true when science becomes the core, mathematics is
related to it,as they are taken in chemistry, physics and biology.
Another example is literature as the core and art, music, history,
geography will be related to it. To use correlated design, teachers
should come together and plan their lessons cooperatively.
•d. Broad field design/interdisciplinary - Broad field or inter-
disciplinary design is 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. Thus subjects such
as geography, economics, political science, anthropology, sociology
and history are fused into one subject called social studies. Language
arts will include gram- mar, literature, linguistics, spelling, and
composition.
•Sometimes called holistic curriculum, broad field design draws
around themes and integration.
LEARNER-CENTERED DESIGN
Among the progressive educational psychologists, the learner is the
center of the educative process. This emphasis is very strong in the
elementary level, however more concern has been placed on the
secondary and even the tertiary lev- els. Although in high school, the
subject or content has become the focus and in the college level, the
discipline is the center, both levels still recognize the importance of
the learner in the curriculum.
EXAMPLES OF LEARNER-CENTERED
C U R R I C U L U M A R E I N C L U D E D B E L O W:

a. Child-centered design - This design is often attributed to the influence of John


Dewey, Rouseau, Pestallozi and Froebel. The curriculum design is anchored on
the needs and interests of the child. The learner is not considered as a passive indi-
vidual but as one who engages with his/her environment. One learns by doing.
Learners actively create, construct meanings and understanding as viewed by the
constructivists. In the child-centered design, learners interact with the teachers and
the environment, thus there is a collaborative effort on both sides to plan lessons,
select content and do activities together. Learning is a product of the child's
interaction with the environment.
b. Experience-centered design - This design is similar to the child-centered
design. Although, the child remains to be the focus, experience-centered design
believes that the interests and needs of learners cannot be pre-planned. Instead,
experiences of the learners become the starting point of the curriculum, thus the
school environment is left open and free. Learners are made to choose from
various activities that the teacher provides. The learners are empowered to shape
their own learning from the different opportunities given by the teacher. In a
school where experience-centered curriculum is provided, different learning
centers are found, time is flexible and children are free to make options. Activities
revolve around different emphasis such as touching, feeling, imagining,
constructing, relating and others. The emergence of multiple intelligence theory
blends well with
experience-centered design curriculum.
c. Humanistic design-The key lead personalities in this curriculum design were
Abraham Maslow and Carl Rogers. Maslow's theory of self-actualization explains
that a person who achieves this level is accepting of self, others and nature; is
simple, spontaneous and natural; is open to different experi- ences; possesses
empathy and sympathy towards the less for- tunate, among many others. The
person can achieve this state of self-actualization later in life but has to start the
process while still in school. Carl Rogers, on the other hand, believed that a
person can enhance self-directed learning by improving self understanding and
basic attitudes to guide behavior.
In a humanistic curriculum design, the development of self is
the ultimate objective of learning. It stresses the whole per- son
and the integration of thinking, feeling and doing. It considers
the cognitive, affective and psychomotor domains to be inter-
connected and must be addressed in the curriculum. It stresses
the development of positive self-concept and interpersonal
skills.

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