1.
CurriculumCurriculum
DesignDesign
ModelsModelsModule II Lesson 1Module II Lesson 1

2.
IntroductionIntroduction
As a teacher, one has to be a curriculum designer,As a teacher, one has to be a curriculum designer,
curriculum implementor, and a curriculum evaluator.curriculum implementor, and a curriculum evaluator.
These threefold functions are embedded in the teachingThese threefold functions are embedded in the teaching
profession. Every single day, a teacher plans,profession. Every single day, a teacher plans,
implements, and evaluates the curriculum in the school.implements, and evaluates the curriculum in the school.
Hence it would be of great help to know how schoolHence it would be of great help to know how school
curricula are being made or crafted.curricula are being made or crafted.

3.
Curriculum DesignCurriculum Design
ModelsModels
Crafting a curriculum is like writing a lessonCrafting a curriculum is like writing a lesson
plan. It is like making something with theplan. It is like making something with the
different components, and putting themdifferent components, and putting them
together in a creative way. It is a tasktogether in a creative way. It is a task
that all teachers should know andthat all teachers should know and
understand, or better still, to know howunderstand, or better still, to know how
to craft one.to craft one.

4.
Structures ofStructures of
Curriculum DesignCurriculum Design
1.1. SUBJECT-CENTERED DESIGNSUBJECT-CENTERED DESIGN
MODELMODEL
This model focuses on the content of theThis model focuses on the content of the
curriculum. The subject-centered designcurriculum. The subject-centered design
corresponds mostly to the textbook, writtencorresponds mostly to the textbook, written
for the specific subject. Henry Morrison andfor the specific subject. Henry Morrison and
William Harris are the few curricularists who wereWilliam Harris are the few curricularists who were
firm believers of this design. Most of the schoolsfirm believers of this design. Most of the schools
using this kind of structure aim for excellence inusing this kind of structure aim for excellence in
the subject matter content.the subject matter content.

5.
Examples of Subject-CentereExamples of Subject-Centere
CurriculumCurriculum
SUBJECT DESIGNSUBJECT DESIGN
This is the oldest and so far the most familiar design forThis is the oldest and so far the most familiar design for
teachers, parents and other laymen. According to theteachers, parents and other laymen. According to the
advocates, subject design has an advantage because it is easyadvocates, subject design has an advantage because it is easy
to deliver. Complementary books are written and supportto deliver. Complementary books are written and support
instructional materials are commercially available. Teachers areinstructional materials are commercially available. Teachers are
familiar with the format, because they were also educated usingfamiliar with the format, because they were also educated using
the design. However, the drawback of this design is thatthe design. However, the drawback of this design is that
sometimes, learning is so compartmentalized. It stresses sosometimes, learning is so compartmentalized. It stresses so
much the content that it forgets about students’ naturalmuch the content that it forgets about students’ natural
tendencies, interests and experiences.tendencies, interests and experiences.

6.
Examples of Subject-CenteredExamples of Subject-Centered
CurriculumCurriculum
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 ofHowever, while subject design centers only on the cluster of
content, discipline design focuses on academic disciplines.content, discipline design focuses on academic disciplines.
Disciple refers to specific knowledge learned through a methodDisciple refers to specific knowledge learned through a method
which the scholars use to study a specific content of theirwhich the scholars use to study a specific content of their
fields. This is often used in college, but not in the elementaryfields. This is often used in college, but not in the elementary
or secondary levels. So from the subject-centered curriculum,or secondary levels. So from the subject-centered curriculum,
it moves higher to a discipline when the students are moreit moves higher to a discipline when the students are more
mature and are already moving towards their career path ormature and are already moving towards their career path or
disciplines as science, mathematics, psychology, humanities,disciplines as science, mathematics, psychology, humanities,
history , and others. Disciplines becomes the degree program.history , and others. Disciplines becomes the degree program.

7.
Examples of Subject-CentereExamples of Subject-Centere
CurriculumCurriculum
Correlation designCorrelation design
This cThis comes from a core, correlatedomes from a core, correlated
curriculum design that links separatecurriculum design that links separate
subject designs in order to reducesubject designs in order to reduce
fragmentation. Subjects are related tofragmentation. Subjects are related to
one another but each subject maintainsone another but each subject maintains
its identity.its identity.

8.
Examples of Subject-CentereExamples of Subject-Centere
CurriculumCurriculum
Broad field design/interdisciplinaryBroad field design/interdisciplinary
This is a variation of the subject-centered design.This is a variation of the subject-centered design.
This design was made to prevent theThis design was made to prevent the
compartmentalization of subjects and integratecompartmentalization of subjects and integrate
the contents that are related to each other.the contents that are related to each other.
Sometimes called holistic curriculum, broad fieldSometimes called holistic curriculum, broad field
design draws around themes and integration.design draws around themes and integration.

9.
2.2. Learner-centered designLearner-centered design
Among the progressive educational psychologists, the learnerAmong the progressive educational psychologists, the learner
is the center of the educative process. This emphasis is veryis the center of the educative process. This emphasis is very
strong in the elementary level, however more concern hasstrong in the elementary level, however more concern has
been placed on the secondary and even the tertiary levels.been placed on the secondary and even the tertiary levels.
Although in high school, the subject or content has becomeAlthough in high school, the subject or content has become
the focus and in the college level, the discipline is the center,the focus and in the college level, the discipline is the center,
both levels still recognize the importance of the learner in theboth levels still recognize the importance of the learner in the
curriculum.curriculum.
Structures of Curriculum DesignStructures of Curriculum Design

10.
Examples of learner-CenteredExamples of learner-Centered
CurriculumCurriculum
 Child-centered designChild-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 anchoredRousseau, Pestallozi, and Froebel. The curriculum design is anchored
on the needs and interests of the child. The learner is noton the needs and interests of the child. The learner is not
considered as a passive individual but as one who engages withconsidered as a passive individual but as one who engages with
his/her environment. One learns by doing. Learners actively create,his/her environment. One learns by doing. Learners actively create,
construct meanings and understanding as viewed by theconstruct meanings and understanding as viewed by the
constructivists. In this design, learners interact with the teachersconstructivists. In this design, learners interact with the teachers
and the environment, thus there is a collaborative effort on bothand the environment, thus there is a collaborative effort on both
sides to plan lessons, select content and do activities together.sides to plan lessons, select content and do activities together.
Learning is a product of the child’s interaction with theLearning is a product of the child’s interaction with the

11.
Examples of learner-CenteredExamples of learner-Centered
CurriculumCurriculum
 Experience-centered designExperience-centered design
This design is similar to the child centered design. Although, theThis design is similar to the child centered design. Although, the
child remains to be the focus, experience-centred design believeschild remains to be the focus, experience-centred design believes
that the interests and needs of learners and needs of learnersthat the interests and needs of learners and needs of learners
cannot be pre-planned. Instead, experiences of the learnerscannot be pre-planned. Instead, experiences of the learners
become the starting point of the curriculum, thus the schoolbecome the starting point of the curriculum, thus the school
environment is left open and free. Learners are made to chooseenvironment is left open and free. Learners are made to choose
from various activities that the teacher provides. The learnersfrom various activities that the teacher provides. The learners
are empowered to shape their own learning from the differentare empowered to shape their own learning from the different
opportunities given by the teacher.opportunities given by the teacher.

12.
Examples of learner-CenteredExamples of learner-Centered
CurriculumCurriculum
 humanistic designhumanistic design
The key lead personalities in this curriculum design were AbrahamThe key lead personalities in this curriculum design were Abraham
Maslow and Carl Rogers. Maslow’s theory of self-actualization explainsMaslow and Carl Rogers. Maslow’s theory of self-actualization explains
that a person who achieves this level is accepting of self, others, andthat a person who achieves this level is accepting of self, others, and
nature; is simple, spontaneous and natural; is open to differentnature; is simple, spontaneous and natural; is open to different
experiences; possesses empathy and sympathy towards the lessexperiences; possesses empathy and sympathy towards the less
fortunate, among many others. The person can achieve this state offortunate, among many others. The person can achieve this state of
self-actualization later in life but has to start the process while still inself-actualization later in life but has to start the process while still in
school. Carl Rogers, on the other hand, believed that a person canschool. Carl Rogers, on the other hand, believed that a person can
enhance self-directed learning by improving self understanding andenhance self-directed learning by improving self understanding and
basic attitudes to guide behaviour.basic attitudes to guide behaviour.

13.
Structures of CurriculumStructures of Curriculum
DesignDesign
3.3. Problem-centered designProblem-centered design
Generally, problem-centered design draws onGenerally, problem-centered design draws on
social problems, needs, interests, and abilities ofsocial problems, needs, interests, and abilities of
the learners. Various problems are given emphases.the learners. Various problems are given emphases.
There are those that center life situations,There are those that center life situations,
contemporary life problems, areas of living andcontemporary life problems, areas of living and
many others. In this curriculum, content cutsmany others. In this curriculum, content cuts
across subject boundaries and must be based onacross subject boundaries and must be based on
the needs, concerns, and abilities of the students.the needs, concerns, and abilities of the students.

14.
Examples of Problem-CentereExamples of Problem-Centere
CurriculumCurriculum
 Life-situations designLife-situations design
What makes the design unique is that the contents are organized inWhat makes the design unique is that the contents are organized in
ways that allow students to clearly view problem areas clearly. It usesways that allow students to clearly view problem areas clearly. It uses
the past and the present experiences of learners as a means tothe past and the present experiences of learners as a means to
analyse the basic areas of living. As a starting point, the pressinganalyse the basic areas of living. As a starting point, the pressing
immediate problems of the society and the students’ existingimmediate problems of the society and the students’ existing
concerns are utilized. Based on Herbert Spencer’s curriculum writing,concerns are utilized. Based on Herbert Spencer’s curriculum writing,
his emphases were activities that sustain life, enhance life, aid inhis emphases were activities that sustain life, enhance life, aid in
rearing children, maintain the individual’s social and political relationsrearing children, maintain the individual’s social and political relations
and enhance leisure, tasks and feelings. The connection of subjectand enhance leisure, tasks and feelings. The connection of subject
matter to real situations increases the relevance of the curriculum.matter to real situations increases the relevance of the curriculum.

15.
Examples of Problem-CentereExamples of Problem-Centere
CurriculumCurriculum
 Core designCore design
Another example of problem-centeredAnother example of problem-centered
design. It centers on general education anddesign. It centers on general education and
the problems are based on common humanthe problems are based on common human
activities. The central focus of the coreactivities. The central focus of the core
design includes common needs, problems,design includes common needs, problems,
concerns of the learners.concerns of the learners.

16.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
1. The problem is
selected by either the
teacher or students.

17.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
2. A group consensus is
made to identify the
important problems and
interest of the class.

18.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
3. Problems are
selected on the
basis of developed
criteria for

19.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
4. The problem is
clearly stated and
defined.

20.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
5. Areas of study are
decided, including
dividing the class by
individual or group

21.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
6. Needed
information is
listed and

22.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
7. Resources for
obtaining
information are
listed and

23.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
8. Information is
obtained and
organized.

24.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
9. Information is
analysed and
interpreted.

25.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
10. Tentative
conclusions are
stated and tested.

26.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
11.A report is
presented to the
class on an
individual or group

27.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
12.Conclusions are
evaluated.

28.
Ways On How To Proceed Following A CoreWays On How To Proceed Following A Core
Design Of A Curriculum (Faunce & Bossing,Design Of A Curriculum (Faunce & Bossing,
1959)1959)
13. New avenues of
exploration toward
further problem solving
are examined.