Your SlideShare is downloading. ×
  • Like
Presentation1
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Now you can save presentations on your phone or tablet

Available for both IPhone and Android

Text the download link to your phone

Standard text messaging rates apply
Published

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • i will be very thankfull to you, that you are serving for human being. may Allah bless on you
    Are you sure you want to
    Your message goes here
    Be the first to like this
No Downloads

Views

Total Views
3,825
On SlideShare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
24
Comments
1
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. 3. Problem-Centered design Generally, problem-centered design draws on social problems, needs, interest, and abilities of the learners. Various problems are given emphases. There are those that center on life situation, 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 problems-centered design curriculum.
  • 2. What makes the design unique is that the contents are organized in ways that allow students to clearly view problem areas clearly. It uses the past and the present experiences of learners as a means to analyze the basic areas of living. A. Life-situations designs
  • 3. Another example of problem-centered design is core design. It centers on general education and the problems are based on a common human activities. The central focus of the core design includes common needs, problems, concerns of the learners. B. Core design
  • 4. 1. The problem is selected by either the teacher or students. 2. A group consensus is made to identify the important problems and interest of the class . 3. Problems are selected on the basis of develop criteria for selection. 4. The problem is clearly stated and defined. 5. Areas of study are decided, including dividing the class by individual or group interests. Popularized by Faunce and Bossing in 1959, they presented ways on how to proceed following a core design of a curriculum as follows:
  • 5. QUIZ
  • 6. A. Quick Match. Match these with appropriate names of Curriculum Designs.
  • 7. 1. The development of the self is the ultimate objective of learning. 2. Draws around themes and interdisciplinary. It reduces compartmentalization of separate subjects. 3. Content-centered, mostly patterned after textbooks. School hours are allotted into different separate subject areas. 4. Usually learning centers are provided in the classrooms. Learners are made to choose from various activities that the teachers provides. 5. Content cut across subject boundaries thus problems are not subject specific. Column B (Curriculum Design) A. Subject-centered B. Humanistic design C. Broad fields D. Problem centered E. Experience centered Column A (Descriptions)
  • 8. B. Identification. Who is this person? 1. With William Harris, he is firm believer of the subject centered curriculum design. 2. He proposed the theory of self actualization which influenced the humanistic curriculum design. 3. “One learns by doing.” This is his popular belief. 4. His writings became the basis of the life situation design, where learning activities include those which sustain and enhance life, and maintain social and political relations. 5. He believed that a person can enhance self-directed learning or learning how to learn by improving self-understanding.