This document discusses different models of curriculum design, including subject-centered, learner-centered, and problem-centered designs. Subject-centered designs focus on specific academic subjects and follow a textbook format. Learner-centered designs emphasize the needs and interests of students, with examples including child-centered and experience-centered approaches. Problem-centered designs draw on life problems and situations, using themes like core curriculum or life skills to organize content around addressing issues.

1. Reporter:
Malinao, Efraim Q.
Gabane, Jomarie Anna A.
Berioso, Ma. Lourdes

2. HORIZONTAL VERTICAL
the direction of the curriculum
elements is sideways.
the sequence of the
curriculum elements follow
a vertical design

3. HORIZON TAL ARRANGEMENT
INTERELATE
Ex. #1
EX. #2

4. VERTICAL ARRANGEMENT
SAMPLE 1
SAMPLE 2

5. CURRICULUM
DESIGN Models
SUBJECT
CENTERED
Subject
design
Discipline
design
Correlation
design
Broad field
design/interdisciplinary
LEARNER-
CENTERED
Child-
centered
Experience-
centered
Humanistic
design
PROBLEM-
CENTERED
Life-
situation
Core design

6. Subject-centered design model
• This model focuses on the content of the
curriculum. The subject-centered design
corresponds mostly to the textbook, written for the
specific subject. Henry Morrison and William Harris
are the few curricularists who were firm believers of
this design. Most of the schools using this kind of
structure aim for excellence in the subject matter
content.

7. Subject-centered design model
Henry Morrison William Harris

8. SUBJECT DESIGN
• oldest and so far the most familiar design for
teachers, parents and laymen.
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 Design

9. DISCIPLINE DESIGN

10.  Often use in college, but not in elementary or secondary levels

11. CORRELATION DESIGN
Comes from 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.

12. BROAD FIELD
DESIGN/INTERDISCIPLINARY
A variation of the subject-centered design
This design was made to prevent the
compartmentalization of subjects and integrate the
contents that are related to each other.
Sometimes called holistic curriculum.

13. SOCIAL STUDIES
HISTORY
SOCIOLOGY
ECONOMICS ANTHROPOLOGY
GEOGRAPHY
POLITICAL
SCIENCE

15. LEARNER-CENTERED DESIGN
“Learner is the
center of the
educative process”

16. Examples of Learner-centered Design
CHILD-CENTERED
DESIGN
Child-
centered
Design
Anchored on the
needs and
interests of the
child
One
learns by
doing
Learner
engages with
his/her
environment
Features:

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

18. EXPERIENCE-CENTERED DESIGN
 similar to child-centered
 believes that the interest and needs of learners cannot be
preplanned. Instead, experience of the learners become the starting
point of the curriculum
 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.
FEATURES:

19. 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

20.  Abraham Maslow  Carl Rogers

21. Maslow’s Theory Rogers’ Theory
A person who achieves the level of
self actualization is:
•Accepting of self, others and
nature
•Simple, spontaneous and natural
•Open to different experiences
•Possesses empathy and sympathy
towards the less fortunate
•Believed that a person can
enhance self-directed learning by
improving self understanding and
basic attitudes to guide behavior

22. PROBLEM-CENTERED DESIGN
• Problem-centered design draws on
social problems, needs, interests,
and abilities of the learners.
Various problems are given
emphases. There are those that
center life situations,
contemporary life problems, areas
of living and many others. In this
Examples of Learner-centered Design

23. Life Situation Design
What makes this design unique?
Contents are organized in
ways that allow students
to view problem areas
clearly.
It Uses The Learner’s
Past and Present Experiences
Examples of Learner-centered
Design

24. Herbert Spencer
His emphases were activities that:
Sustain life
Enhance Life
Aid in rearing children
Maintain the individual’s social and
political relations
Enhance leisure, tasks, feelings

25. Core Design
It centers on general education and the problems are based on
common human activities.
The central focus of the core design includes common needs,
problems, concerns, of the learners.

26. Ways On How To Proceed
Following A Core Design Of
A Curriculum (Faunce &
Bossing, 1959)
1. The problem is selected either the teachers or a students.
2. A group consensus is made to identify the important problems and interest
of a class.
3. Problem are selected on the basis of develop criteria for selection.
4. The problem is clearly stated and design.
5. Areas of study are decided, including dividing a class by individual or
group interest
6. Needed information is listed and discussed.

27. 7. Resources for obtaining information are listed and discussed.
8. Information is obtained and organized.
9. Information is analyzed and interpreted.
10. Tentative conclusion are stated and tested.
11. A report is presented on the class on an individual or a group basis.
12. Conclusion are evaluated.
13. new avenues of exploration toward further problem solving are
examined.