Lesson 2 curriculum design arjay alteza
- 1. Lesson 2: Approaches to Curriculum Designing
- 2. Types of Curriculum Design Models
- 3. Types of CurriculumDesignModels 1. SUBJECT-CENTERED DESIGN 2. LEARNER-CENTERED DESIGN 3. PROBLEM-CENTERED DESIGN
- 4. SUBJECT-CENTERED DESIGN 1.1.Subject Design 1.2.Discipline Design 1.3.Correlation Design 1.4.Broad field Design/Interdisciplinary
- 5. SUBJECT-CENTERED DESIGN O Curriculum design that focuses on the content of the curriculum. O Corresponds mostly to the textbook because textbooks are usually written based the specific subject or the course. O Aim for excellence in the specific subject discipline content. O Focused on the individual subject, specific discipline and a combination of subjects or discipline which are a broad field or interdisciplinary.
- 6. 1.1.Subject Design OOldest and so far the most familiar design for teachers, parents, and other laymen. OHas an advantages because it is easy to deliver, by means of textbooks; a written and instructional materials that are commercially available. OLearning is so compartmentalized.
- 7. 1.2.Discipline Design O Related to subject design, while the subject design centers only on the cluster of content, discipline design focuses on academic disciplines. O Discipline refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields. O Teachers should learn how the scholars in the discipline will convey the particular knowledge. O Often used in college, but not in elementary or in secondary levels. So from the subject centered curriculum, curriculum moves higher to a discipline.
- 8. 1.3.Correlation Design OComing from a core, correlated curriculum design links separate subject design in order to reduce fragmentation. Subjects are related to one another and still maintain their identity. OTeachers should come together and plan their lesson cooperatively.
- 9. 1.4.Broad field Design/Interdisciplinary O It is a variation of the of the subject-centered design. O This design was made to cure the compartmenta- lization of the separate subjects and integrate the contents that are related to one another. Thus subjects such as geography, economics, political science, anthropology and sociology are fused into one subject called social studies. O Interdisciplinary design is similar to thematic design, where a specific theme is identified, and all other subject areas revolve around the theme.
- 10. 2.LEARNER-CENTERED DESIGN 2.1. Child-centered design 2.2. Experience-centered design 2.3. Humanistic design
- 11. LEARNER-CENTERED DESIGN OAccording from it learner is the center of the educative process.
- 12. 2.1. Child-centered design O This curriculum design is anchored on the needs and interest of the child. O The learner is not considered a passive individual but one who engages with his/her environment. One learns by doing. O 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 O Learning is a product of the child’s interaction with the environment.
- 13. 2.2 Experience-centered design OSimilar to child—centered design. OFocus remains to be the child, experience- centered design believes that the interest and needs of learner 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. OThe emerged of the multiple intelligence theory blend well with this design.
- 14. 2.3. Humanistic design OThe key influences in this curriculum design is Abraham Maslow and Carl Rogers. OMaslow’s theory of self actualization; explains that a person who achieves this level is accepting of self, others, and natures. OCarl Rogers, believed that a person can enhance self-directed learning by improving self understanding. OThe developmental of self is the ultimately objective of learning.
- 15. 3.PROBLEM-CENTERED DESIGN 3.1. Life-situations Design 3.2. Core Problem Design
- 16. PROBLEM-CENTERED DESIGN ODraws on social problems, needs, interest, and abilities of the learners. OVarious problems are given emphasis. OIn this curriculum, the subject boundaries and must be based on the needs, concerns and abilities of the students.
- 17. 3.1. Life-situations Design OIt uses the past and present experience of the learners as a mean to analyze the basic areas of living. OThe connection of the subject matter to real situation increases the relevance of the curriculum.
- 18. 3.2. Core Problem Design OIt centers on general education and the problems that are based on the common human activities. OThe central focus of the core design includes common needs, problems, and concerns of the learner. OPopularized by Faunce and Bossing
- 20. Child or Learner-Centered Approaches OThis approach to curriculum 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, purposes, and abilities of the learners. The curriculum is also built upon the learners knowledge, skills, previous learnings and potential.
- 21. Subject-Centered Approach OThis is anchored on a curriculum design which prescribes separate distinct subjects for every educational level :basic education, higher education or vocational- technical education.
- 22. Problem-Centered Approach OThis 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 individual.