Curriculum Model Designs

1. Curriculum MODEL DESIGNS
Reporter : ANNA MARIE M. SANCHEZ

2. Curriculum
Model Design

3. I N T R O D U C T I O N
As a TEACHER, one has to
be a:
– curriculum designer
– curriculum implementer
– curriculum evaluator

4. Ornstein and Hunkins (2009)
contend that curriculum development
encompasses how a ‘curriculum is
planned, implemented and evaluated,
as well as what people, processes and
procedures are involved..’. Curriculum
models help designers to systematically
and transparently map out the rationale
for the use of particular teaching,
learning and assessment approaches..

5. Ornstein and Hunkins (2009) suggest
that although curriculum development
models are technically useful, they often
overlook the human aspect such as the
personal attitudes, feelings, values involved
in curriculum making. Therefore they are not
a recipe and should not be a substitute for
using your professional and personal
judgement on what is a good approach to
enhancing student learning.

6. Definition of Terms
 Coherent – logical and well-organized: easy to understand
 Rationale – the reason or explanation for something
 Compartmentalized – to separate (something) into sections or
categories
 Core – a basic, essential, or enduring part
 Fragmentation – a broken part or piece of something
 Flexibility – capability to adapt new, different, or changing
requirement
 Broad – including or involving many things or people: wide in range
or amount
 Interdisciplinary – involving two or more academic, scientific, or
artistic disciplines

7. DISCUSSION
Curriculum Model Design

8. SUBJECT-CENTERED
Design Model

9. Subject-Centered Curriculum
o This model focuses on the content
of the curriculum.
o The subject centered design
corresponds mostly to the textbook
written for the specific subject.

10. Subject-Centered Curriculum
o A curriculum can also be organized around
a subject center by focusing on certain
processes, strategies, or life-skills, such as
problem solving, decision making, or
teamwork.

11. In the Philippines, our curricula in
any level is also divided in different
subjects or courses. Most of the
schools using this kind of structure
aim for excellence in the subject
matter content.
Subject-Centered Curriculum

12. Examples of Subject-centered curriculum:
a. Subject Design
o oldest and so far the most familiar design for
teachers, parents and laymen.
o The drawback of this design is that sometimes
learning is so compartmentalized.
o It stresses so much the content that it forgets
about students’ natural tendencies, interest and
experiences.

13. 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
Examples of Subject-centered curriculum:

14. Examples of Subject-centered curriculum:
b. Discipline Design
o 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.

15. Examples of Subject-centered curriculum:
b. Discipline Design

16. o This comes from a core, correlated
curriculum design that links separate
subject designs in order to reduce
fragmentation.
o Subjects are related to one another but
each subject a maintains its identity.
c. Correlation Design
Examples of subject-centered curriculum:

17. Examples of subject-centered curriculum:
d. Broad field design/interdisciplinary
o A variation of the subject-centered design
o This design was made to prevent the
compartmentalization of subjects and
integrate the contents that are related to
each other

18. Examples of subject-centered curriculum:
d. Broad field design/interdisciplinary
Example:
Languag
e Arts
Linguistics
Grammar
Composition
Literature
Spelling

19. LEARNER-CENTERED
Design Model

20. Learner-Centered Curriculum
“Learner is the
center of the
educative
process”

21. Learner-Centered Curriculum
centered on certain aspects of the learners
themselves.
may explore the learner’s own life or family
history or local environment.

22. FEATURES:
Child-
centered
Design
Anchored on
the needs
and interests
of the child
One learns by
doing
Learner
engages with
his/her
environment
a. Child-centered design
Examples of Learner-centered curriculum:

23. JOHN
DEWEY
ROUSSEAU PESTALLOZI FROEBEL
 This design is often attributed to the influence of ;

24. b. Experience-Centered design
o similar to child-centered
o believes that the interest and needs
of learners cannot be preplanned.
Instead, experience of the learners
become the starting point of the
curriculum
Learner-Centered Curriculum

25. Learner-Centered Curriculum
FEATURES:
 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.
b. Experience-Centered design

26. c. Humanistic design -
 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
Learner-Centered Curriculum

27. Advantages:
 It gives power to the learners: they are
identified as the experts in knowing what
they need to know.
 The constructivist element of this approach
honors the social and cultural context of the
learner.

28. Advantages:
 It creates a direct link between in-class
work and learners' need for literacy outside
the classroom.
As a result, learners can more easily transfer new skills
to day-to-day use (Purcell-Gates, et al., 2001). The
immediacy of this transfer of skills at home, at work, and
in communities also encourages learner persistence.

29. Disadvantages:
 It often relies on the teacher's ability to create or select
materials appropriate to learners' expressed needs.
This requires skill on the part of the teacher, as well as
time and resources: at a minimum, texts brought in from
real life, a wide pool of commercially available materials
from which to draw, and a reliable photocopier. Given
the reality of teachers' professional preparation and
working conditions (Smith, et al., 2001), lack of skill,
time and resources makes creating curriculum with this
approach difficult.

30. Disadvantages:
 Teachers may also find it difficult to strike
an acceptable balance among the
competing needs and interests of students.

31. PROBLEM-CENTERED
Design Model

32. Problem-Centered Curriculum
o Problem-centered curriculum, or problem
based learning, organizes subject matter
around a problem, real or hypothetical,
that needs to be solved.
o Problem-centered curriculum is inherently
engaging and authentic, because the
students have a real purpose to their
inquiry -- solving the problem.

33.  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

34. a. Life-situations design
 Contents are organized in ways that
allow students to view problem areas
clearly.
 It uses the past and present
experiences of learners as a means to
analyze the basic areas of living.
Problem-Centered Curriculum
Examples of Problem-centered curriculum:

35. b. Core design
o It centers on general education and the
problems are based on common human
activities.
o The central focus of the core design
includes common needs, problems,
concerns, of the learners.
Problem-Centered Curriculum
Examples of Problem-centered curriculum:

36. CONCLUSION:
No one model is ideal and no one
model may suit a full programme.
However, identifying and being
consistent with these models will help
support cohesion and clarity of
approaches in the programme.

37. CONCLUSION:
Exploring the views on these
different models and using them to
help design and deliver the programme
to obtain the best and most coherent
educational experience for both the
students and the staff who teach on
this programme.

38. IMPLICATION TO EDUCATION
Curriculum design is an aspect of the
education profession on developing curricula for
students. Students, as the major stakeholders of
the institution should be provided with
opportunities to choose what subject matter they
would like to learn and what type of curriculum
would be appropriate for them. They may come
from a wide variety of cultural and class
backgrounds, and curriculum design should not be
a one size that fits all approach.

39. IMPLICATION TO EDUCATION
Flexibility is an important aspect of
curriculum design. As classroom
teachers, we are working with students
of different levels of ability, and we
need to be able to adjust the
curriculum to keep all the students
engaged and learning.

40. End…