The document discusses different perspectives and models of curriculum. It begins by defining curriculum as a plan for learning that organizes teacher-student interactions and content. It then outlines traditional and progressive views of curriculum. Traditional views see curriculum as a body of subjects prepared by teachers, while progressives emphasize learner needs and experiences. The document also describes three curriculum design models: subject-centered focuses on content divided into subjects; learner-centered considers student interests; and problem-centered integrates related content across subjects. Finally, it notes the Philippines uses a subject-centered structure in schools and discusses strengths and weaknesses of different approaches.

1. Reported by:
Tr. Anna Lyn Andres
Tr. Jinky Besonia
Sir Joey Esquejo
 As Subject Matter
 As Experience
 As Cultural Reproduction
Characteristics
of Curriculum

2. The Word: “Curriculum”
• Latin: Running course
• Scotland 1603: Carriage way, road
• United States 1906: Course of study
• United States, 1940: Plan for learning (study)
ntroduction

3. Curriculum as
Subject Matter

4. Curriculum is a design PLAN for
learning that requires the purposeful
and proactive organization,
sequencing, and management of the
interactions among the teacher, the
students, and the content
knowledge we want students to
acquire.

5. Curriculum from Different Points of View
1.
Traditional
Points of View
of Curriculum
2.
Progressive
Points of View
of Curriculum

6. • body of subjects or subject matter
prepared by the teachers for the
students to learn
• synonymous to “course study” and
“syllabus”
Traditional Point of View

7. He views curriculum as
“permanent studies”
where the rules of
grammar, reading,
rhetoric and logic and
mathematics for basic
education are
emphasized.
Robert M. Hutchins
(1899-1977)

8. Hutchins:
Basic Education should emphasize the
3R’s and college education should be
grounded on liberal education.

9. Arthur Bestor
(1908-1994)
• He believes that the mission of
the school should be
intellectual training.

10. Bestor:
• Curriculum should focus on the
fundamental intellectual disciplines of
grammar, literature and writing.
• It should also include mathematics,
science, history & foreign language.

11. Discipline is the sole source of
curriculum. Thus, curriculum is divided
into chunks of knowledge we call
subject areas in basic education.
In college,
discipline may include
humanities, sciences,
Languages & many more.
Joseph Schwab
(1939-1986)

12. Most of the traditional ideas view
curriculum as written documents or plan
of action in accomplishing goals

13. Subject-centered
Learner-centered
Problem-centered
Curriculum Design Models
Taba
Model
Tyler
Model

14. Subject-Centered Curriculum
focuses on the content
of the curriculum

15. corresponds mostly to the
textbook written for the
specific subject
Subject-Centered Curriculum

17. 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.

18. “Subject-Centered
Model”
of a Curriculum

19. Subject-Centered
Curriculum
Subject
Design
Correlation
Design
Inter-
disciplinary
Design

20. It is easy to deliver and practical.
Oldest and so far the most popular
approach for teachers, parents and other
laymen
Curriculum is organized according to how
essential knowledge has been developed in
the various subject areas

21. • Emphasis on verbal
activities
• Introduces students to
the essential
knowledge of society
• Easy to deliver
• Traditional, popular
• Prevents individualization
• Disempowers students
• Fails to foster social,
psychological, and physical
development
• Compartmentalizes learning
• Neglects students’ needs,
interests, experiences
• Fosters passivity
Strengths Drawbacks

22. Focuses on academic discipline
The manner in which content is learned is
suggested by the methods scholars employ to
study the content of their fields.
Often used in college / universities and
technical-vocational courses but not in
elementary levels

23. • Students attain
mastery of content
and independent
learning
• Subjects to be taught
to any child at any
stage of
development
• Ignores information that
cannot be classified as
disciplined knowledge
• Addresses only the
interests of the college
bound
• Students must adapt to
the curriculum
Strengths Drawbacks

24. Comes from a core, correlated curriculum
design that links separate subject designs in
order to reduce fragmentation
Subjects are related to one another but each
subject maintains its identity

25. • Allows linkage of
some subjects to
reduce
fragmentation
• Requires
alternative forms of
scheduling
• Requires teachers
to plan differently
(cooperatively)
Strengths Drawbacks

26. prevents the compartmentalization of
subjects and integrate the contents that
are related to each other.
Integrates the contents that are related
to each other

27. • Allows students to
discern relationships
among various aspects
of curriculum content
• Students participate in
the construction of
meaning
• Issue of breadth vs
depth
Strengths Drawbacks

30. Thank
You!