The document discusses various curriculum designs, including learner-centered, subject-centered, and problem-centered approaches, emphasizing their philosophical bases and educational concepts. It highlights the importance of aligning curriculum, instruction, and assessment with the needs and interests of students to promote effective learning. The document also draws on examples from successful educational models like the Finnish system to illustrate the benefits of student engagement and relevance in learning.

1. CURRICULAR
DESIGNS
P L A N N I N G , I N S T R U C T I O N A N D A S S E S S M E N T

2. PME 810
M O D U L E 3
S T E P H A N I E S W A L E S & J A C Q U E L I N E S A M U E L S
I N T E G R AT E D P L A N N I N G , I N S T R U C T I O N A N D
A S S E S S M E N T

3. WHAT IS CURRICULUM DESIGN?
•The arrangement of curriculum, connecting all
the parts and showing how they interrelate.
‘Curriculum design is concerned with the
nature and arrangement of four basic parts:
objectives, content, learning experiences, and
evaluation.’ (Ornstein & Hunkins, 2013)

4. LEARNER CENTERED DESIGN
The learner centred design places the student at the
centre of learning. Students become active participants in
their own learning and find personal relevance to the
learning experience. Child Centred
Design
Humanistic
Design
Romantic
(Radical) Design
Experience
Centred Design

5. LEARNER CENTERED CURRICULUM
Philosophical
Base
• Progressivism, Pragmatism, Humanism
Curriculum
Concept
• Self Actualization

6. SUBJECT CENTERED DESIGN
Ornstein & Hunkins (2013), mentions that the subject
centred design is the oldest known curriculum design that
draws on Plato’s academic idea. There is a strong emphasis
on academic discipline and it is very knowledge based.
Subject
Design
Broad Fields
Design
Process
Design
Correlation
Design
Discipline
Design

7. SUBJECT CENTERED CURRICULUM
Philosophical
Base
• Perennialism, Essentialism, Realism
Curriculum
Concept
• Academic, Cognitive Process

8. PROBLEM CENTERED
DESIGN
Problem centred design focuses on real-life
problems that individuals experience
personally or in the society. Ornstein &
Hunkins suggests that these designs are
intended to ‘reinforce cultural traditions
and address unmet needs of the
community and society.’ Social issues are
prominent in problem centred designs.
Life Situations
Design
Reconstructionist
Design

9. PROBLEM CENTERED CURRICULUM
Philosophical
Base
• Reconstructionism, Pragmatism
Curriculum
Concept
• Social Reconstruction

10. PLANNING
T H E K E Y TO A N E F F E C T I V E C U R R I C U L U M

11. LEARNER CENTERED PLANNING
• Teacher is a facilitator
• Inquiry based learning guides the planning process
• Focus on the interests of students
– What do students like?
– What are their natural abilities or skills?
– Is there a place for student voice?
– How do students learn? (What are their learning styles?)
– Use differentiation or modification to meet the needs of learners
– Place high value on student contribution to the learning
• The success story of the Finnish model is rooted in learner centred planning . The
teachers use the national curriculum as more of a guide not a blue print.

12. SUBJECT CENTERED PLANNING
• Teacher is the master/authority of the subjects/disciplines e.g. reading, writing
arithmetic
• Content must be aligned with an expected coverage in order to later assess students
• Knowledge is accumulated over time
• Traditional teaching values of institutional studies of mankind
Single subject approach:
one discipline is
thoroughly covered at a
time
Multidisciplinary
approach: curriculum with
alignment of subjects

13. PROBLEM CENTERED PLANNING
• Teacher is a guide to facilitate student
problem solving
• The problems to be solved are regarding
creating a just society in which all
members are equal
• Subject matter involves aspects of the
learners' lives outside of the classroom
• Knowledge leads to individual growth
• Perspective that the world needs to be
fixed

14. I N S T R U C T I
O N

15. LEARNER CENTERED
INSTRUCTION
Instruction in the learner centered curriculum is rooted in inquiry
based and collaborative learning. This is a move away from the
traditional instruction model to a more open and personal approach
where students are able to make connections to the learning.
Instruction needs to be hands on and relevant to the students. Help
students make connections to the real world through various
instructional approaches.
Make a commitment to student choice, voice and engagement.
Instructional approaches should vary based on the needs of the
students in the class. (not all learners are the same or learn the same
way)

16. A FEW LEARNER CENTERED
INSTRUCTIONAL APPROACHES
• Students work in small groups to accomplish a task
Cooperative Learning
• Use a variety of games to teach concepts or principles
Games
• What are students curious about? Inquiry starts with a
question
Inquiry
Problem Based
Learning
Learners explore problems and possible
solutions while the teacher facilitates the
process

17. SUBJECT CENTERED INSTRUCTION
• Subject centered instruction is the traditional and widely practiced
method of the transfer of information from the teacher to the student.
The teacher is the master of the subjects to be learned and the students
are working toward achieving mastery and intellectual depth within
these subjects. The truths of these subjects are fixed and are factually
concrete, there is only one interpretation of these subjects.
• Classical subjects, known as the disciplines, are emphasized in this
teaching design. The disciplines are well established subjects of learning,
such as literature, history, geography, science and mathematics. These
subjects are taught in a hierarchical manner where knowledge is built
upon itself until the students become masters of the subject.
• Information is passed in a linear pattern from teacher to student.

18. SUBJECT CENTERED INSTRUCTIONAL
TECHNIQUES
Scientific
Experiments
• Using traditional scientific methods to acquire knowledge
• Single outcome to these experiments, proof of fixed truths
Reading
the"great
books"
• Students become familiar with institutional beliefs about education, e.g. Socrates
• Knowledge is transferred from paper to mind
Repetition
• Continually asking students to recall information to ensure it has been delivered and received effectively

19. PROBLEM CENTERED INSTRUCTION
• The entire curriculum is based on students learning
via problem solving problems that they perceive
within society. This learning style is influenced by the
culture in which the students live and what their
perception of a just society is. Students are agents of
change and are expected to be innovative in their
problem solving.
• The needs of society must be evaluated by the
students, not the teacher, and a lesson is planned
around the subject of these needs. The students
exercise their critical thinking in examining society.
• The students lead the choice of subject.

20. PROBLEM CENTERED INSTRUCTIONAL
TECHNIQUES
Students call
teachers by first
name: creates a
more equal
community for
discussion
Groups share experiences
outside of the classroom
with interests of students,
e.g. environmental clean
up: creates shared
interest among
classmates
Allow students to
choose topic of
study: increased
engagement =
increased
motivation

21. ASSESSMENT
A S , O F A N D F O R
L E A R N I N G

22. HIGH QUALITY CLASSROOM ASSESSMENT
McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston,
MA: Pearson.

23. LEARNER CENTERED ASSESSMENT
The curriculum that is designed from a learner centred
framework, makes room for variable assessment. If all students
learn differently, then assessment must align with the students
way of learning.
The focus of assessment is not merely to acquire a grade,
instead, the teacher uses assessment to understand their
learners and create lessons to meet their needs
Learner Centred Assessment (interesting read)

24. LEARNER CENTERED ASSESSMENT
(EXAMPLES)
• The use of rubrics
• Self/peer assessment
• Portfolio assessment
• Observation notes/ anecdotal records
• Performance assessment (projects, interviews, presentations
etc.)
• Reflective writing

25. SUBJECT CENTERED ASSESSMENT
TOOLS
• Standardized testing allowing for objective scoring
• Multiple choice tests, assessing recall of information
• Assessments are done by the teacher and do not require reflection on
part of the student
• High stakes testing, placing importance on ensuring the student has
mastered the discipline
• Oral questioning to determine student understanding of a discipline

26. PROBLEM CENTERED ASSESSMENT
TOOLS
• Well constructed-response 'requires students to create or
produce their own answer in response to a question or task'
(McMillan 2014)
• Journaling, to assess student's thought process on problem
solving
• Rubric to determine if student's concepts align with those of
creating a just society

27. IN SUMMARY
• Curriculum design presents a framework to plan for student learning. The chosen design
will be influenced by the learning context and needs of learners. The subject centred
design is the most traditional and is widely used in colleges and universities. Despite its
rigid structure, there is a need for learning to be more relevant and personal to learners
so they can gain maximum returns as they invest in their own learning.
• There are numerous benefits to be gained from a focus on the problem based or learner
centred design. 21st century learners demand a deeper connection to the classroom
experience and finding relevance in information that is linked to real world situations.
Collaboration, critical thinking, communication and problem solving are important
elements that must be embedded in the learning.
• As we read about the success of the Finnish model, the Summerhill School and other
similar learner centered experiences, it presents us with nuggets for application in the
context that we operate. We might not have the power to change things at the
administrative or government level, however, within our own classrooms, we can create
the environment that inspires critical thinkers and problem solvers.

28. REFERENCES
• Bombicino E. (2012). Why Are Finnish Kids so Smart? Retrieved from:
http://tvo.org/blog/current-affairs/inside-agenda/why-are-finnish-kids-so-smart, July 26,
2017
• Hayes, D. (2003) Making learning an effect of schooling: aligning curriculum, assessment
and pedagogy, Discourse: studies in the cultural politics of education, 24(2), 225-245.
• McMillan, J. H. (2014). Classroom assessment: Principles and practice for effective
standards-based instruction (6th ed., pp. 1-20, 57-64,74-88). Boston, MA: Pearson.
• Ornstein, A. C. (1990/1991). Philosophy as a basis for curriculum decisions. The High School
Journal, 74, 102-109.
• Shiro, M. S. (2008). Introduction to the curriculum ideologies. In M. S. Shiro, Curriculum
theory: Conflicting visions and enduring concerns (pp. 1-12). Thousand Oaks, CA: Sage.
• Sowell, E. J. (2005). Curriculum: An integrative introduction (3rd ed., pp. 55-61). Upper
Saddle River, NJ: Pearson.
• (2009, 15 May) Imagine student success ursula franklin academy. Retrieved
from http://www.youtube.com/watch?v=DKp0TElK1O0