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Curriculum design models

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Curriculum design models

  1. 1. Reporter: Malinao, Efraim Q. Gabane, Jomarie Anna A. Berioso, Ma. Lourdes
  2. 2. HORIZONTAL VERTICAL the direction of the curriculum elements is sideways. the sequence of the curriculum elements follow a vertical design
  3. 3. HORIZON TAL ARRANGEMENT INTERELATE Ex. #1 EX. #2
  4. 4. VERTICAL ARRANGEMENT SAMPLE 1 SAMPLE 2
  5. 5. CURRICULUM DESIGN Models SUBJECT CENTERED Subject design Discipline design Correlation design Broad field design/interdisciplinary LEARNER- CENTERED Child- centered Experience- centered Humanistic design PROBLEM- CENTERED Life- situation Core design
  6. 6. Subject-centered design model • 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. Most of the schools using this kind of structure aim for excellence in the subject matter content.
  7. 7. Subject-centered design model Henry Morrison William Harris
  8. 8. SUBJECT DESIGN • oldest and so far the most familiar design for teachers, parents and laymen. 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 Examples of Subject-centered Design
  9. 9. DISCIPLINE DESIGN
  10. 10.  Often use in college, but not in elementary or secondary levels
  11. 11. 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.
  12. 12. 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. Sometimes called holistic curriculum.
  13. 13. SOCIAL STUDIES HISTORY SOCIOLOGY ECONOMICS ANTHROPOLOGY GEOGRAPHY POLITICAL SCIENCE
  14. 14. LEARNER-CENTERED DESIGN “Learner is the center of the educative process”
  15. 15. Examples of Learner-centered Design CHILD-CENTERED DESIGN Child- centered Design Anchored on the needs and interests of the child One learns by doing Learner engages with his/her environment Features:
  16. 16. JOHN DEWEY ROUSSEAU PESTALLOZI FROEBEL  This design is often attributed to the influence of ;
  17. 17. 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:
  18. 18. HUMANISTIC DESIGN  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
  19. 19.  Abraham Maslow  Carl Rogers
  20. 20. 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
  21. 21. PROBLEM-CENTERED DESIGN • Problem-centered design draws on social problems, needs, interests, and abilities of the learners. Various problems are given emphases. There are those that center life situations, contemporary life problems, areas of living and many others. In this Examples of Learner-centered Design
  22. 22. Life Situation Design What makes this design unique? Contents are organized in ways that allow students to view problem areas clearly. It Uses The Learner’s Past and Present Experiences Examples of Learner-centered Design
  23. 23. Herbert Spencer His emphases were activities that: Sustain life Enhance Life Aid in rearing children Maintain the individual’s social and political relations Enhance leisure, tasks, feelings
  24. 24. Core Design 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.
  25. 25. Ways On How To Proceed Following A Core Design Of A Curriculum (Faunce & Bossing, 1959) 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 interest 6. Needed information is listed and discussed.
  26. 26. 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.

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