MODULE 4

Approaches to
Curriculum Designing

Lesson 2: Approaches to Curriculum Designing

Desired Learning Outcomes

⮚ Identify some familiar curriculum designs and approaches to the designs ⮚

Analyze the approaches in the light of how these are applied in the school setting
Take Off
You have started to be familiar with the preliminaries of making a simple design through
a lesson plan component. You will further enrich your knowledge by looking into how
other curricularists approach the curriculum design. In this lesson, we will see how
several examples of curriculum designs are used in the schools and classrooms.
Content Focus
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For our own
purposes, let us focus on the most widely used examples.
1. Subject-Centered Design
This is a curriculum design that focuses on the content of the curriculum. The
subject-centered design corresponds mostly to the textbook because textbooks are
usually written based a specific subject or course. Henry Morrison and William Harris
are the few curricularists who firmly believed in this design. As practiced, school hours
are allocated to different school subjects such as Science, Mathematics, Language,
Social Studies, Physical Education, and others. This is also practiced in the Philippines,
because a school day is divided into class period, a school year into quarters or
semester. Most of the schools using this kind of structure and curriculum design aim for
excellence in the specific subject discipline content.
Subject-centered curriculum design has also some variations which are focused on
the individual subject, specific discipline and a combination of subjects or
disciplines which are a broad field or interdisciplinary.
1.1. Subject design. What subject are you teaching? What subject are you
taking? These are two simple questions that the teacher and the learner can easily
answer. It is 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. Textbooks are written and
support instructional materials are commercially available. Teachers are familiar
with the format, because they were educated using also the design. In the
Philippine educational system, the number of subjects in the elementary
education is fewer than in the secondary level. In college, the number of subjects
also differs according to the degree programs being pursued. For each subject, a
curriculum is being designed.
However, the drawback of this design is that sometimes, learning is so
 compartmentalized. It stresses so much the content and forgets about students'
natural tendencies, interests and experiences. The teacher becomes the
dispenser of knowledge and the learners are the simply the empty vessel to
receive the information or content from the teacher. This is a traditional approach
to teaching and learning.
1.2. Discipline design. This curriculum design 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 the biologists learn, and so with
students in mathematics, who should learn how mathematicians learn. In the
same manner, teachers should teach how the scholars in the discipline will
convey the particular knowledge.
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.
1.3. Correlation design. Coming from a core, correlated curriculum design links
separate subject designs in order to reduce fragmentation. Subjects are related
to one another and still maintain their 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 also 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 with art, music, history, geography
related to it. To use correlated design, teachers should come together and plan
their lessons cooperatively.
1.4. Broad field design/interdisciplinary. Broad field design or interdisciplinary is
a variation of the subject-centered design. This design was made to cure the
compartmentalization of the separate subjects and integrate the contents that
are related to one another. Thus subjects. such as geography, economics,
political science, anthropology, sociology and history are fused into one subject
called social studies. Language arts will include grammar, literature, linguistics,
spelling, and composition.
Sometimes called holistic curriculum, broad fields draw around themes and
integration. Interdisciplinary design is similar to thematic design, where a specific
theme is identified, and all other subject areas revolve around the theme.
2. 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 levels. 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.
Here are some examples of curriculum designs which are learner-centered.
2.1. Child-centered design. This design is often attributed to the influence of John
Dewey, Rouseau, Pestallozi and Froebel. This curriculum design is anchored on
the needs and interests of the child. The learner is not considered a passive
individual but 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.
2.2. Experience-centered design. This design is similar to the child-centered
design. Although the focus remains to be the child, 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.
2.3. Humanistic design. The key influence in this curriculum design is 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 experiences; possesses empathy
and sympathy towards the less fortunate among the 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, the
basic attitude to guide behavior.
In humanistic curriculum design, the development of self is the ultimate
objective of learning. It stresses the whole person and the integration of thinking,
feeling and doing. It considers the cognitive, affective and psychomotor domains
to be interconnected and must be addressed in the curriculum. It stresses the
development of positive self-concept and interpersonal skills.
3. Problem-Centered Design
Generally, problem-centered design draws on social problems, needs, interest and
abilities of the learners. Various problems are given emphasis. There are those that
center on life situations, contemporary life problems, areas of living and many others. In
this curriculum, content cuts across subject boundaries and must be based on the
needs, concerns and abilities of the students. Two examples are given for the problem
centered design curriculum.
3.1. Life-situations design. What makes the design unique is that the contents are
organized in ways that allow students to clearly view problem areas. It uses the
past and the present experiences of learners as a means to analyze the basic
areas of living. As a starting point, the pressing immediate problems of the
society and the students’ existing concerns are utilized. Based on Herbert
Spencer's curriculum writing, his 'emphases were activities that sustain life,
enhance life, aid in rearing children, maintain the individual's social and political
relations and enhance leisure, tasks and feelings. The connection of subject
matter to real situations increases the relevance of the curriculum.
3.2. Core problem design. Another example of problem-centered design is core
design. It centers on general education and the problems are based on the
common human activities. The central focus of the core design includes common
needs, problems, and concerns of the learners. Popularized by Faunce and
Bossing in 1959, it presented ways on how to proceed using core design of a
curriculum. These are the steps.
Step 1. Make group consensus on important problems.
Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
These are some examples of curriculum designs. There are many more which are
emerging and those that have evolved in the past. The example given may be limited,
however; for our purposes, they can very well represent curriculum designs.
Approaches to Curriculum Design
How will a particular design be approached by the teacher? After writing a
curriculum based on the specific design, let us see how a teacher will approach this. We
will find out the utilization of the example design.
Child or Learner-Centered Approach. This approach to curriculum design is
based on the underlying philosophy that the child or the learner is the center of the
educational process. It means that the curriculum is constructed based on the needs,
interest, purposes and abilities of the learners. The curriculum is also built upon the
learners' knowledge, skills, previous learnings and potentials.
From its design, how should a child-centered curriculum be approached? Let us
consider these principles.
Principles of Child-Centered Curriculum Approach
1. Acknowledge and respect the fundamental rights of the child.
2. Make all activities revolve around the overall development of the learner.
3. Consider the uniqueness of every learner in a multicultural classroom. 4.
Consider using differentiated instruction or teaching.
5. Provide a motivating supportive learning environment for all the learner.

The child-centered approach is illustrated in the example below:

School X is anchored on the theory of multiple intelligences in all its curricular
and co-curricular activities. Every classroom provides activity centers where children
can learn on their own with the different learning resource materials. Learners can
just choose which learning center to engage in with different resources. This
arrangement allows for the capacity of every learner to be honed. It also allows
learning how to learn, hence will develop independence. The teacher acts as guide
for every learner. The learner sets the goal that can be done within the frame of
time.

Subject-Centered Approach. This is anchored on a curriculum design which

prescribes separate distinct subjects for every educational level: basic education, higher
education or vocational-technical education. This approach considers the following
principles:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which may be detached from
life.
3. The subject matter serves as a means of identifying problems of living.
4. Learning means accumulation of content, or knowledge.
5. Teacher's role is to dispense the content.
Example of subject-centered approach is given below.
In another setting, School Y aims to produce the best graduates in the
school district. Every learner must excel in all academic subjects to be on top of
every academic competition. The higher the level of cognitive intelligence is, the
better the learner. Hence the focus of learning is mastery of the subject matter in
 terms of content. Every student is expected to be always on top in terms of
mastery of discipline. Memorization, and drill are important learning skills. The
school gives emphasis to intellectual development, and sets aside emotional,
psychomotor and even value development. Success means mastery of the
content.

Problem-Centered Approach. This approach is based on a design which

assumes that in the process of living, children experience problems. Thus, problem
solving enables the learners to become increasingly able to achieve complete or total
development as individuals.
This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving
problems, thus developing every learner to be independent.
2. The learners are prepared to assume their civic responsibilities through
direct participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and
problems in seeking solutions. Learners are problem solvers themselves.
Example of the problem-centered approach is presented below.
School Z believes that a learner should be trained to solve real life problems
that come about because of the needs, interests and abilities of the learners.
Problems persistent in life and society that affect daily living are also considered.
Most of the school activities revolve around finding solutions to problems like
poverty, drug problems, climate change, natural calamities
and many more. Since the school is using a problem-based design, the same
approach is used. Case study and practical work are the teaching strategies that
are utilized. Problem-centered approach has become popular in many schools.

We have given examples of curriculum design and the corresponding approaches.

Again, the choice of the design is influenced by philosophical and psychological
beliefs of the designer. It is very important that as a curricularist, you will be able to
understand the different design models and how to approach each one.