MODULE II
CRAFTING THE CURRICULUM
Lesson 1
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

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 ARRANGEMENT
SAMPLE 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 DESIGNMODEL

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

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
doing
Learner
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

 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.

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

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

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
interest
6. 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…