This presentation includes the three curriculum designs: subject-centered design, learner-centered design and problem-centered design.

1. Representative
Curriculum Designs
Discussant: Joane L. Guerrero

2. Topic Objectives:
At the end of the discussion, the learners
must be able to:
1)Give descriptions of the different kinds of
curriculum designs;
2)Discuss the different kinds of curriculum
design; and
3)Identify the different curriculum designs as
applied in the curriculum development.

3. The teacher…
• Plans
• Implement
• Evaluates the curriculum in school

4. Organization of Curriculum
• Horizontal
Organization
- the direction of the
curriculum element is
sideways
Example:
Social Science subject
− history, geography,
civics and culture
• Vertical
Organization
- Curiculum follow a
vertical order
Example:
In Social Science, a
content about
Family will be put
ahead than
community

5. Curriculum Designs:

6. SUBJECT-CENTERED
DESIGN

7. Subject-Centered
Designs
• Most popular and most widely used
• Focuses on the content and the
knowledge
• Corresponds mostly to the textbook,
written for the specific subject
• It is subdivided into 5 categories or
classifications

8. Subject Design…
• Subject divisions have increased in number
and sophistication
• Assumes that subjects are best outlined in
textbooks and e-books and even in developed
computer information programs
• In-depth knowledge of curriculum design and
curriculum is required if teachers are to
encourage and guide students in intellectual
exploration.

9. 5 Categories/Classifications of Subject-
Centered Design Curriculum:

10. SUBJECT DESIGN
- Separate -subject design
- Curriculum is organized on the basis
of how essential knowledge has
been developed in various subject
areas

11. STRENGTHS OF
SUBJECT DESIGN:
- Easy to deliver
- Complementary books are written
and support instructional materials
are commercially available
- Teachers are familiar with the format
- Traditional

12. WEAKNESSES OF
SUBJECT DESIGN:
• Compartmentalizes learning and
expanding of knowledge
• Neglects students’ needs, interests and
experiences
• Prevents individuality and originality
• Disempowers students and lowers self-
esteem
• Fails to foeter communication, physical
and emotional development

13. SUBJECT DESIGN
SPOKEPERSONS

14. Henry Morrison
• New Hamshire’s Superintendent of
public instruction
• University of Chicago
• “subject matter curriculum
contributed most to literacy, which
should be the focus of the
elementary curriculum”
• “a variety of courses should be
offered to meet students’ diverse
needs”

15. William Harris
• Superintendent of the St. Louis
schools in the 1870s
• Classifies subject-centered
curriculum as the conservative
liberal arts design

16. Robert Hutchins
• In 1930s, he indicated which
subjects made up a curriculum
design:
1. Language and its uses (reading,
writing, grammar, literature)
2. Mathematics
3. Sciences
4. History
5. Foreign languages

17. DISCIPLINE DESIGN
• Based on the content’s inherent
organization
• The manner in which content is
learned is suggested by the methods
scholars employ to study the content
of their fields
• Focuses on the academic discipline

18. Proponents
of Discipline Design
• Arthur King
• John Brownell
Essential Characteristics of a
Discipline:
Community of persons
Expression of human imagination
Domain
Tradition
Mode of inquiry
Conceptual structure
Specialized language
Heritage of literature
Network of communications
Valuative and affective stance
Instructive community

19. DISCIPLINE DESIGN…
• Advocates view the school as a
microcosm of the world of intellect
• The methods by which scholars study
the content of their fields suggest the
ways by which students learn that
content.
• Students experience the disciplines so
that they can comprehend and
conceptualize.

20. ASSUMPTIONS…
• Students must adapt to the
curriculum rather than the other way
around.
• Students have common or similar
learning style

21. Bruner believed…
“Any subject can be taught in some
effectively honest form to any child at
any stage of development.”
“intelectual activity anywhere is the
same”

22. STRENGTHS OF
DISCIPLINE DESIGN:
• Students attain mastery of content
and independent learning
• Stresses on understanding
conceptual structures
• Subjects are taught to any child at
any stage of development

23. WEAKNESSES OF
DISCIPLINE DESIGN:
• Ignores the vast amount of
information that cannot be classified
as disciplined knowledge.
• Addresses only the interests of the
college or higher education bound
• It is compulsory for students to adapt
to the curriculum

24. BROAD FIELDS DESIGN
• Often called “interdisciplinary design”
• Strives to give students a sweeping
understanding of all content areas
• Attempts to integrate content that fit
together logically to discern
relationships among various aspects of
the curriculum content, as well as
wholeness of meaning

25. SPOKEPERSON
• Harry Broudy
Curriculum Categories:
1.Symbolics of information (English,
foreign language and Mathematics)
2.Basic Sciences (genral science,
biology, physics and chemistry)
3.Developmental Studies ( evolution of
cosmos, of social institutions and of
human culture)
4.Exemplars (modes of easthetic
experience- art, drama, music and
literature)
5.“molar problems” which addresses
typical social problems.

26. STRENGTHS OF BROAD
FIELDS DESIGN
• It brings together well-accepted content
fields.
• consists of related conceptual clusters
rather than subjects or disciplines combined
in interdisciplinary organization
• Focuses on “curriculum web”, the
connection between related themes or
concepts
• “holistic curriculum”

27. WEAKNESS OF BROAD
FIELDS DESIGN
• Breadth at the expense of depth
“How will the students learn to appreciate the
value of reading and learning if knowledge
is made so superficial in schools?”
“How much was learned by the students?”

28. CORRELATION DESIGN
• attempts to identify ways in which
subjects can be related, yet maintain
their separate identities
• Allows for some connection or
linkage of separate subjects that
differ from each other in order to
reduce fragmentation of the curricular
content

29. SPOKEPERSONS
• Harold Alberty
• Elsie Alberty
• Presented a correlation
design with an
“overarching theme”
• This thematic organizer
retained subjects’ basic
content, but it was
selected and organized
with reference to broad
themes, problems, or
units.”

30. STRENGTHS OF
CORRELATION DESIGN
• Collaboration of ideas between or
among teachers which results to
combination of subjects in an innovative
manner
• Allows linkage of some subjects to
reduce fragmentation
• Subjects are correlated, organized and
selected with broad themes, problems
and units

31. WEAKNESSES OF BROAD
CORRELATION DESIGN
• Lacks time for collaboration which
requires teachers to to plan differently
and cooperatively
• Class schedules don’t allow a block of
time sufficient for students to
meaningfully study correlated subjects
• Requires alternative forms of
scheduling

32. PROCESS DESIGN
• Focuses on the procedures and
processes by which students advance
knowledge, either in specific and fixed
disciplines or general terms.
• Students are meaning makers
• Teaching of intelligence and
development of intellectual character is
focused

33. Ritchhart’s thought…
• “to cluster particular dispositions
requisite for effective and productive
thinking”
• Intellectual character, recognizes the
role of attitude and affect in everyday
cognition and the importance of
developed patterns of behavior.

34. • Educators suggest that students be taught
to think.
• Curricular designs must address how
learners learn and the application of
process to subject matter.
• Emphasizes the procedure that enable the
students to analyze reality and create
frameworks but this framework differ from
the way the world appears to the casual
observer
PROCESS DESIGN…

35. • In process designs that reflect a
modern orientation, students learn the
process of knowledge acquisition in
order to reach some degree of
consensus.
• Jean-François Lyotard argue that we
engage in process not to reach
consensus, but to search for
instabilities.
PROCESS DESIGN…

36. PROCESS DESIGN…
• postmodern orientation, process exists in
a duration of time, and this duration of
time upon completion still is embedded in
the present, which is also a duration.
• Individuals—students and teachers—
exist in a series of durations, a constant
flow of “nows.”

37. STRENGTH OF
PROCESS DESIGN
• Teaches students to think
critically and analytically

38. WEAKNESSES OF
PROCESS DESIGN
• Lacks emphasis on the content of the
subject, theme or curriculum
• Gives more privilege to the scientific
method and it implies the existence of a
fully objective reality. As such, students
must realize that methods of inquiry
result in a world that, to some extent,
they construct.

39. LEARNER-CENTERED
DESIGNS

40. LEARNER-CENTERED
DESIGN
 emphasizes LEARNERS as the center
of the curriculum design and that they
are the program’s focus
 “Teachers/educators cannot create
experiences, rather they can provide
opportunities for potential experiences,
but actual experiences only occur and
develop when teachers enable and
allow students to.” -William Doll-

41. Four Categories/Classifications
of Learner-Centered Design

42. CHILD-CENTERED
DESIGN
This approach educates students to
be active participants in their
environments to enable teachers to
optimize their learning experiences.
The curriculum is based on students’
lives, needs, and interest.

43. Rousseau’s
Educational
Philosophy
• “Children should be taught within the
context of their natural environment,
not in an artificial one like a
classroom”
• Emile (book written in 1762)
• teaching must suit the child’s
developmental level

44. Parker’s View…
• “Effective education does not require
strict discipline. Rather, the
instructional approach should be
somewhat free, drawing on the
child’s innate tendency to become
engaged in interesting things”.
• Quincy System

45. Dewey’s Child-centered
Curriculum
• The curriculum he designed was
organized around human impulses –
the impulses to socialize, construct,
inquire, question, experiment, and
express or create artistically.

46. • Ellsworth Collings – introduced the
child centered curriculum into public
schools of McDonald County
• William Kilpatrick – created the
Project Method , which engaged
children in their learning at the
Lincoln School in New York City.

47. STRENGTHS OF
CHILD-CENTERED DESIGN
• Interaction between learners,
teachers and environment, thus
creating collaborative effort on both
sides to plan lessons, select content
and do activities together
• Empowers students through
ownership of knowledge
• Allows for constructivist learning

48. WEAKNESS OF
CHILD-CENTERED DESIGN
• The content of the subject of
curriculum is not specific or fixed

49. EXPERIENCE-
CENTERED DESIGN
 Children’s needs and interests cannot be
met or anticipated
 A curriculum framework cannot be
preplanned
 Everything must be done “on the spot”
 Experiences of the learners become the
starting point of the curriculum, thus the
school environment is left open and free

50. EMPHASIS OF THE
DESIGN…

51. STRENGTHS OF
EXPERIENCE-CENTERED DESIGN
• Curriculum is based on the experiences
and prior knowledge of the students
• Learners are empowered to shape their
own learning since they are given the
chance to choose on the various activities
prepared by the teachers
• Time is flexible and children are free to
make options

52. WEAKNESS OF
EXPERIENCE-CENTERED DESIGN
• The content of knowledge of the
curriculum is not specific or fixed
because it is focused on the learner’s
experience and prior knowledge
• Ignores the vast amount of
information available about children’s
growth and development – cognitive,
affective, emotional, and social

53. ROMANTIC DESIGN
 Learning results from the
communication among people thus by
challenging content and accepting
different opinions about the content, as
well as from critiquing the purposes of
the information presented.
“Radical Approach”

54. ROMANTIC DESIGN…
• believe that schools have organized
themselves, their curriculum,and their
students in stratifications so that the
advantages that this segments enjoy
will continue without challenge from
their subordinates.

55. ROMANTIC DESIGN…
• Radicals consider that schools are using
their curricula to control students and
indoctrinate rather than educate and
emancipate. Students in “have” societies
are manipulated to believe that what they
have and will learn is good and just,
whereas students in the “have not”
societies are shaped to gladly accept their
subordinate positions.

56. Freire’s Pedagogy of the
Oppressed
• Freire believed that education should
enlighten the masses about their
oppression, prompt them to feel
dissatisfied with their condition, and
give them the competencies
necessary for correcting the identified
inequities.

57. Habermas’ Theory
• Habermas emphasized that education’s
goal is emancipation of the
awarenesses, competencies, and
attitudes that people need to take
control of their lives. In this view,
educated people do not follow social
conventions without reflection.

58. William Ayers
• Students should be invited by the teacher not
to just “learn” the curricula, but to travel and to
experience the curricula as coadventurers and,
perhaps at times, coconspirators.
• Students must become the subjects of
communication, actors in their own dramas and
writers of their own scripts – this will define the
modern educational institution.

59. STRENGTHS OF
ROMANTIC DESIGN
• Emancipates as well as liberates
the students
• Address social and economic
inequality and injustice

60. WEAKNESS ES OF
ROMANTIC DESIGN
• Threatens the status quo of a
particular curriculum
• Radical educators are
considered to be overtly
political.

61. HUMANISTIC DESIGN
Focuses on the attention that should be
on the subject nature of human existence
It emphasizes that there is a relationship
between learning and feeling
Stresses on empowering individuals and
the development of positive self-concept
and interpersonal skills

62. Books Published…
• Perceiving, Behaving, Becoming
(1962)
• Feeling, Valuing, and the Art of
Growing 91977)

63. Abraham Maslow
• Self-actualization
• Characteristics of a Self-actualized person:
1. accepting of self, others, and nature;
2. spontaneous, simple, and natural;
3. problem oriented;
4. open to experiences beyond the ordinary;
5. empathetic and sympathetic toward the less fortunate;
6. sophisticated in interpersonal relations;
7. favoring democratic decision-making; and
8. possessing a philosophical sense of humor.

64. Carl Rogers
• Advocates self-directed learning, in which
students draw on their own resources to
improve self-understanding and guide their
own behavior.
• Students are developed into “fully
functioning people”
• Educators provide an environment that
encourages genuineness,empathy, and
respect for self and others.

65. Confluent and
Transcendent Education
• stresses
participation;
• emphasizes power
sharing,
negotiation, and
joint responsibility.
• stresses intuition,
creative thinking,
and a holistic
perception of
reality
CONFLUENT
EDUCATION
TRANSCENDT
EDUCATION

66. STRENGTHS OF
HUMANISTIC DESIGN
• Empowers students and develops
one’s love for self
• Develops students’ self-esteem
and confidence

67. WEAKNESSES OF
HUMANISTIC DESIGN
• Inadequate consideration of methods in
light of consequences for learners
• Inconsistent emphasis on uniqueness of
individuals and activities that all
students experience
• Too much emphasis on the needs of
the individual over the over-all society
• Does not integrate what is known about
human learning and development

68. PROBLEM-CENTERED
DESIGNS

69. PROBLEM-CENTERED
DESIGNS
 Focus on real-life problems of individuals and
society
 intended to reinforce cultural traditions and
address unmet needs of the community and
society
 Based on social issues
 Place the individual within a social setting, but
differ from learner-centered designs in that
they are planned before students’ arrival
(although they can be adjusted to students’ concerns
and situations).

70. Categories/Classifications
of Problem-Centered
Design

71. LIFE-SITUATIONS
DESIGNS
• The content of this designs focus on the
social situations within the context of the
learner
• This context is organized in such a way that
students see direct relevance to what they
are studying (social or life situations) which
involve them directly in improving society

72. Herbert Spencer’s
Curriculum:

73. Commission on the Reorganization
of Secondary Education
• National Education Association
• Outlines curriculum that deals with
health, command of fundamentals,
“worthy home membership”,
vocation, citizenship, leisure and
ethical charcater

74. THREE ASSUMPTIONS:

75. STRENGTH OF THE
LIFE-SITUATIONS DESIGNS
 Focus on problem solving procedures
 Use the past and current experiences of
learners as a means of getting them to
analyze the basic areas of living
 Integrate subject matter by cutting across
the separate subjects and centering on
related categories of social life

76. WEAKNESSES OF THE
LIFE-SITUATIONS DESIGNS
 It pose a challenge in determining the scope and
sequence of essential areas of living’s essential aspects
 Does not adequately expose students to their cultural
heritage
 Teachers lack adequate preparation to mount life-
situations curriculum
 Textbooks and other teaching materials inhibit the
implementation of the curriculum
 Teachers are uncomfortable because it departs from their
training
 Departs from the traditional curriculum promoted by the
secondary schools, colleges, and universities

77. RECONSTRUCTIONIST
DESIGNS
 This method of curriculum address
contemporary social problems and
social action aimed at reconstructing
society.
Its primary purpose is to engage
learners in analyzing many severe
problems confronting humankind.

78. George Count
• He believed that society must be
completely reorganized to promote
common good
• Speech, “Dare Progressive Education
Be Progressive?”
• “Dare the Schools Build a New Social
Order?’’’

79. Harold Rugg
• Believed that school should engage
children in critical analysis of society in
order to improve it
• Criticized child-centered schools,
contending that their laissez-faire
approach to curriculum development
produced chaos of disjointed curriculum
and rarely involved a careful review of a
child’s educational program

80. Theodore Brameld
• Argued that reconstructionists were
committed to facilitate the emergence of
a new culture
• The times demanded a new social
order; existing society displayed decay,
poverty, crime, racial conflict,
unemployment, political oppression,
and the destruction of the environment

81. STRENGTHS OF THE
RECONSTRUCTIONIST
DESIGN
• Engages students in critical analysis
of the local, national, and
international community in order to
address humanity’s problems
• Encourages industrial and political
changes

82. WEAKNESS OF THE
RECONSTRUCTIVIST DESIGN
• May be misunderstood thus resulting
in social inequality

83. CURRICULUM DESIGN
THEORETICAL
FRAMEWORKS

84. MODERN INFLUENCED DESIGNS
(CONSTRUCTIONIST PERSPECTIVE)
 Curriculum design is influenced by the
intellectual stance that “We live in
modern times. As such, we approach
and interact with out times with a
modernistic mindset.”
Scientific Method/Management - the
world could be managed, manipulated,
even controlled.”

85. POSTMODERNISM - INFLUENCED
DESIGNS (POSTCONSTRUCTIVIST
PERSPECTIVE)
Leads us to pure mobility of life
generally and unfinalized and living
curriculum
The aspect of this perspective focus
on mobility, ambiguity, uncertainty,
chaos, and complexity

86. SHADOWS WITHIN CURRICULA
 Operational Curriculum
Hidden Curriculum
Null Curriculum

87. Thank you for listening!