This document outlines different models for crafting curriculum, including subject-centered, learner-centered, and problem-centered designs. The subject-centered model focuses on content and divides school hours among subjects like history and geography. Learner-centered designs emphasize the needs and interests of students, incorporating child-centered, experience-centered, and humanistic approaches. Problem-centered designs draw on social problems and involve students analyzing life situations or common human activities through a core curriculum approach.

1. Crafting
the Curriculum

2. Crafting?
Why did they
have to use
crafting
instead of
creating or
developing?

3. Introduction
A Teacher is a
Curriculum…
1. Designer
2. Implementer
3. Evaluator

4. Crafting a
Curriculum is like
writing a lesson
plan.

5. Generally,
Curriculum can be
organized
Horizontally
or vertically

6. Horizontally
Social Studies
History Geography Polsci

7. Vertically
Social Study
Community
Family
nation
Individual

8. Curriculum may also follow the
following structures:
1. Subject-Centered
Design Model

9. Subject Centered Design Model
 Focus: Content
 Correspond to textbooks
 Believers: Henry Morrison
William Harris
 Division of School Hours to
different subjects

10. 1. Subject Centered Design Model
a.Subject Design
2 what questions?
 Oldest
 Most familiar
 Easy to deliver
 Drawback? Compartmentalized
Learning

11. b. Discipline Design
 related to subject design
focus: Academic Discipline, where
discipline refers to specific knowledge
learned through a method
Used in college but not in
elementary and high school

12. C. Correlation design
Comes from a core,
correlated curriculum design
that links separate subject
designs in order to reduce the
fragmentation

13. D. Broad field design/interdisciplinary
Variation of the subject centered
design
To prevent compartmentalization
Also called HOLLISTIC
CURRICULUM
Draws around themes and
integration

14. 2. Learner Centered Design
-strong in the elementary
level
a. Child-centered design
b. Experience-centered design
c. Humanistic Design

15. A. Child centered design
Influenced by John Dewey, Rouseau ,
Pestallozi and Froebel
Anchored on the needs and
interests of students
Learning by doing
There is student interaction to teacher
and environment
Child + environment = LEARNING

16. B. Experience- Centered Design
Similar to Child-centered
Interests and needs cant be pre-
planned
Experiences- starting point
of curriculum
There is learner
empowerment
Activities emphasis- Touching,
feeling, imagining,
constructing, relating and
others.

17. Key lead Personalities: Carl Rogers
and Abraham Maslow
Maslow’s Theory of Self Actualization
Self Actualization can be achieved
later in life but the process must
begin in school.
Carl Rogers Self-Directed Learning
Ultimate Objective of Learning?
Development of self
C. Humanistic Design

18. 3. PROBLEM -CENTERED
DESIGN
Draws on Social Problems,
needs, interest and abilities of
learners
a.Life Situations Design
b.Core Design

19. A. Life Situations Design
Students view problem areas
clearly
Uses students past and
present experiences to
analyze basic areas of
living
Students existing concern
are utilized
Based on Herbert Spencer’s
curriculum writing

20. B. Core Design
Centers on General
Education
Problems are based on
common Human
activities
Focus: common needs,
problems, concerns of
the learners
Popularized by Faunce
and Bossing in 1959

21. How to proceed with Core Curr.?
1.The problem is selected
2.Group consensus is made
3.Problems are selected on the
basis of developed criteria for
selection
4.The problem is clearly stated
and defined
5.Areas of study are decided
6.Needed info is listed and
discussed

22. How to proceed with Core Curr.?
7. Resources for obtaining info are
listed and discussed
8. Info is obtained and organized
9. Info is analyzed and interpreted
10. Tentative conclusions are stated
and tested
11. A report is presented
12. Conclusions are evaluated
13. New avenues of exploration
toward further problem solving
are examined