Approaches to curriculum development

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1. APPROACHES TO
CURRICULUM DESIGNING
Lesson 2
Sem. Slater Wayne Morilla

2. A Definition of Curriculum
“Curriculumisaplannedandguidedlearning
experiencesandintendedlearningoutcomes,
formulatedthroughthesystematicreconstructionof
knowledgeandexperiences,undertheauspicesof
theschool,forthelearners’continuousandwillful
growthinpersonalsocialcompetence.”
(DanielTanner,1980)

3. Subject-centered
curriculum

4. 1. SUBJECT-CENTERED DESIGN
•Thismodelfocusesonthecontentofthecurriculum.
•Thesubject-centereddesigncorrespondsmostlytothe
textbookwrittenforthespecificsubject.

5. 1.1. SUBJECT DESIGN
Thedrawbackofthisdesignisthatsometimeslearningisso
compartmentalized.Itstressessomuchthecontentthatit
forgetsaboutstudents’naturaltendencies,interestand
experiences.

6. 1.2. discipline DESIGN
Disciplinereferstospecificknowledgeandthrougha
methodwhichthescholarsusetostudyaspecificcontentof
theirfields.
“Bewhatyoustudy.”

7. 1.3. correlation DESIGN
Thiscomesfromacore,correlatedcurriculumdesignthat
linksseparatesubjectdesignsinordertoreduce
fragmentation.Subjectsarerelatedtooneanotherbuteach
subjectmaintainsitsidentify.

8. 1.4. broad field design/disciplinary
Thisdesignwasmadetopreventthecompartmentalizationof
subjectsandintegratethecontentsthatarerelatedtoeach
other.
Ex:
Geography+Economics+PoliticalScience+Anthropology+
Sociology+History=
SOCIAL STUDIES!

10. Learner-centered
curriculum

11. 2. learner-centered DESIGN
•centeredoncertainaspectsofthelearnersthemselves.
•mayexplorethelearner’sownlifeorfamilyhistoryorlocal
environment.

12. 2.1. child-centered DESIGN
•Itisanchoredontheneedsandinterestsofthechild.
•Thelearnerisnotconsideredasapassiveindividual
butasonewhoengageswithhis/herenvironment.One
learnsbydoing.Learnersinteractwiththeteachersand
theenvironment.

13. 2.2. experience-centered DESIGN
•Experiencesofthelearnersbecomethestartingpointofthecurriculum.
•Thustheschoolenvironmentisleftopenandfree.
•Learnersaremadetochoosefromvariousactivitiesthattheteacher
provides.
•Thelearnersareempoweredtoshapetheirownlearningfromthe
differentopportunitiesgivenbytheteacher.

14. 2.3. experience-centered DESIGN
Thedevelopmentofselfistheultimateobjective
oflearning.Itstressesthewholepersonandthe
integrationofthinking,feelinganddoing.Itconsiders
thecognitive,affectiveandpsychomotordomainsto
beinterconnectedandmustbeaddressedinthe
curriculum.Itstressesthedevelopmentofpositive
self-conceptandinterpersonalskills.

16. problem-centered
curriculum

17. 3. learner-centered DESIGN
Problem-centeredcurriculum,orproblem
basedlearning,organizessubjectmatterarounda
problem,realorhypothetical,thatneedstobe
solved.

18. 3.1. life-situation DESIGN
•It uses the past and 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 student’s existing
concerns are utilized.
•Based on Herbert Spencer’s curriculum writing, his emphases were activities that sustain life,
enhance life, and 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.

19. 3.2. 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.

21. Assessment

22. Thank you!