The document discusses several models for curriculum development and design, including subject-centered, learner-centered, and problem-centered models. It provides details on each model, including their key features and examples. For curriculum development models, it describes the deductive models of Saylor, Alexander, and Lewis and Tyler, as well as Taba's inductive model. Taba's model takes a grassroots approach starting with teacher-created units and building to a overall design. The Tyler model is also well-known, focusing on specifying goals and objectives and determining educational experiences and evaluation.
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Cognitive skills allow children to understand the relationships between ideas, to grasp the process of cause and effect and to improve their analytical skills. All in all, cognitive skill development not only can benefit your child in the classroom but outside of class as well. What is cognitive development in child development?
The term cognitive development refers to the process of growth and change in intellectual/mental abilities such as thinking, reasoning and understanding. It includes the acquisition and consolidation of knowledge.
Crafting the Curriculum
Curriculum Design Models
Curriculum Design Models
Crafting a curriculum Is like writing a lesson plan. It is like making something with the different components, and putting them together in a very creative way.
Curriculum can be organized either horizontally or vertically
Horizontal organization means, that the direction of the curriculum elements is sideways.
For example,
Social Studies
Geography
Civics
Culture
Mathematics
Science
Vertical Arrangement
or sequence of curricular elements follows a vertical design.
For example
Social studies content
Community
Science
Curriculum design may also follow the following structures.
1. 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.
a. Subject Design
Subject Design curriculum is the oldest and so far the most familiar design for teachers, parents and other laymen.
b. Discipline Design
This curriculum model is related to the subject design. However, while subject design centers only on the cluster of content, discipline design focuses on academic disciplines.
The discipline design model of curriculum is often used in college, but not in the elementary or secondary levels.
Discipline becomes the degree program.
d. Broad field design/interdisciplinary
this design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
2. Learner-Centered design
Among the progressive educational psychologists, the learner is the center of the educative process.
a. Child-centered design
learner interact with the teachers and the environment, thus there is a collaborative effort on both sides to plan lessons, select content and do activities together.
b. Experience-centered design
Earners are made to choose from various activities that the teacher provides.
c. Humanistic design
In a humanistic curriculum design, the development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing.
3. Problem-centered Design
Generally, problem-centered design draws on social problems, needs, interest and abilities of then learners.
a. Life-situations design – it uses the past and the present experiences of learners as a means to analyze the basic areas of living.
b. Core design – It centers on general education and the problems are based on common human activities.
THE END
Child or Learner-Centered Approach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. ... Problem-Centered Approach This approach is based on a curriculum design that assumes that in the process of living, children experience problems.
The information content of this slide was taken from the book of Bilbao, Purita,. et.al, (2008) Curriculum Development,. LORIMAR Publishing Company. And I am very thankful to have further knowledge because of her book.
Cognitive skills allow children to understand the relationships between ideas, to grasp the process of cause and effect and to improve their analytical skills. All in all, cognitive skill development not only can benefit your child in the classroom but outside of class as well. What is cognitive development in child development?
The term cognitive development refers to the process of growth and change in intellectual/mental abilities such as thinking, reasoning and understanding. It includes the acquisition and consolidation of knowledge.
Crafting the Curriculum
Curriculum Design Models
Curriculum Design Models
Crafting a curriculum Is like writing a lesson plan. It is like making something with the different components, and putting them together in a very creative way.
Curriculum can be organized either horizontally or vertically
Horizontal organization means, that the direction of the curriculum elements is sideways.
For example,
Social Studies
Geography
Civics
Culture
Mathematics
Science
Vertical Arrangement
or sequence of curricular elements follows a vertical design.
For example
Social studies content
Community
Science
Curriculum design may also follow the following structures.
1. 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.
a. Subject Design
Subject Design curriculum is the oldest and so far the most familiar design for teachers, parents and other laymen.
b. Discipline Design
This curriculum model is related to the subject design. However, while subject design centers only on the cluster of content, discipline design focuses on academic disciplines.
The discipline design model of curriculum is often used in college, but not in the elementary or secondary levels.
Discipline becomes the degree program.
d. Broad field design/interdisciplinary
this design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other.
2. Learner-Centered design
Among the progressive educational psychologists, the learner is the center of the educative process.
a. Child-centered design
learner interact with the teachers and the environment, thus there is a collaborative effort on both sides to plan lessons, select content and do activities together.
b. Experience-centered design
Earners are made to choose from various activities that the teacher provides.
c. Humanistic design
In a humanistic curriculum design, the development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing.
3. Problem-centered Design
Generally, problem-centered design draws on social problems, needs, interest and abilities of then learners.
a. Life-situations design – it uses the past and the present experiences of learners as a means to analyze the basic areas of living.
b. Core design – It centers on general education and the problems are based on common human activities.
THE END
2137ad Merindol Colony Interiors where refugee try to build a seemengly norm...luforfor
This are the interiors of the Merindol Colony in 2137ad after the Climate Change Collapse and the Apocalipse Wars. Merindol is a small Colony in the Italian Alps where there are around 4000 humans. The Colony values mainly around meritocracy and selection by effort.
Hadj Ounis's most notable work is his sculpture titled "Metamorphosis." This piece showcases Ounis's mastery of form and texture, as he seamlessly combines metal and wood to create a dynamic and visually striking composition. The juxtaposition of the two materials creates a sense of tension and harmony, inviting viewers to contemplate the relationship between nature and industry.
2137ad - Characters that live in Merindol and are at the center of main storiesluforfor
Kurgan is a russian expatriate that is secretly in love with Sonia Contado. Henry is a british soldier that took refuge in Merindol Colony in 2137ad. He is the lover of Sonia Contado.
Explore the multifaceted world of Muntadher Saleh, an Iraqi polymath renowned for his expertise in visual art, writing, design, and pharmacy. This SlideShare delves into his innovative contributions across various disciplines, showcasing his unique ability to blend traditional themes with modern aesthetics. Learn about his impactful artworks, thought-provoking literary pieces, and his vision as a Neo-Pop artist dedicated to raising awareness about Iraq's cultural heritage. Discover why Muntadher Saleh is celebrated as "The Last Polymath" and how his multidisciplinary talents continue to inspire and influence.
2. A Definition of Curriculum
(Daniel Tanner, 1980)
“The planned and guided learning
experiences and intended learning outcomes,
formulated through the systematic
reconstruction of knowledge and experiences,
under the auspices of the school, for the
learners’ continuous and willful growth in
personal social competence.”
4. Subject-Centered Curriculum
This model focuses on the content of
the curriculum.
The subject centered design
corresponds mostly to the textbook
written for the specific subject.
5. Subject-Centered Curriculum
The subject-centered curriculum can be
focused on
traditional areas in the traditional disciplines
interdisciplinary topics that touch on a wide
variety of fields
on processes such as problem solving
on the goal of teaching students to be critical
consumers of information.
6. Subject-Centered Curriculum
A curriculum can also be organized around a
subject center by focusing on certain
processes, strategies, or life-skills, such as
problem solving, decision making, or
teamwork.
7.
8. 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.
Subject-Centered Curriculum
9. Examples of Subject-centered curriculum:
1. Subject Design
The drawback of his design is that sometimes learning is
so compartmentalized.
It stresses so much the content that it forgets about
students’ natural tendencies, interest and experiences.
2. Discipline Design
Discipline refers to specific knowledge and through a method
which the scholars use to study a specific content of their
fields.
10. This 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 a maintains its identify.
3. Correlation Design
Examples of subject-centered curriculum:
4. Broad field design/interdisciplinary
This design was made to prevent the compartmentalization
of subjects and integrate the contents that are related to
each other.
11.
12. Students in history should learn the subject
matter like historians, students in biology should
learn how biologist learn, and so with students
in mathematics should learn how
mathematicians learn.
The discipline design model of curriculum is often
used in college
Discipline becomes the degree program.
Examples of Subject-centered curriculum:
13. Reflection:
Let’s review the following:
Basic Education Curriculum (BEC)
Secondary Education Development Program
(SEDP)
College Algebra syllabus
What curriculum design(s) do you find?
Do your schools support the subject –
centered curriculum?
14. Learner-Centered Curriculum
centered on certain aspects of the learners
themselves.
may explore the learner’s own life or family
history or local environment.
15. 1. Child-centered design
(John Dewey, Rouseau, Pestallozi and Froebel )
• It is anchored on the needs and interests of the child.
•The learner is not considered as a passive individual
but as one who engages with his/her environment. One
learns by doing. Learners interact with the teachers and
the environment.
Learner-Centered Curriculum
16. 2. Experience-Centered design
Experiences of the learners become the starting point of the
curriculum.
Thus the school environment is left open and free.
Learners are made to choose from various activities that the
teacher provides.
The learners are empowered to shape their own learning from
the different opportunities given by the teacher.
Learner-Centered Curriculum
17. 3. Humanistic design -
Abraham Maslow and Carl Rogers.Maslow
The development of self is the ultimate objective of
leaning. It stresses the whole person and the
integration of thinking, feeling and doing. It considers
the cognitive, affective and psychomotor domains to
be interconnected and must be addressed in the
curriculum. It stresses the development of positive
self-concept and interpersonal skills.
Learner-Centered Curriculum
18. Advantages:
It gives power to the learners: they are
identified as the experts in knowing what
they need to know.
The constructivist element of this approach
honors the social and cultural context of the
learner.
19. Advantages:
It creates a direct link between in-class
work and learners' need for literacy outside
the classroom.
As a result, learners can more easily transfer new skills
to day-to-day use (Purcell-Gates, et al., 2001). The
immediacy of this transfer of skills at home, at work, and
in communities also encourages learner persistence.
20. Disadvantages:
It often relies on the teacher's ability to create or select
materials appropriate to learners' expressed needs.
This requires skill on the part of the teacher, as well as
time and resources: at a minimum, texts brought in from
real life, a wide pool of commercially available materials
from which to draw, and a reliable photocopier. Given
the reality of teachers' professional preparation and
working conditions (Smith, et al., 2001), lack of skill,
time and resources makes creating curriculum with this
approach difficult.
21. Disadvantages:
Teachers may also find it difficult to strike
an acceptable balance among the
competing needs and interests of students.
22. Alternative Methods for a
Learner-Centered Curriculum
(These are only suggestions for supplementing your style, not substituting for it)
Individualized diagnosis and (some) course objectives Learning contracts
Programmed learning sequences Organize structured drills
Multi-sensory instructional activities Paired activities
Student-designed creative activities Design task cards
Small-group activities (in and out of class) Role play
Design competitive games Read aloud
Design problem solving games Sit on the floor in a circle
Focus on team learning/peer teaching Standard lecture
Change the seating configurations Teacher demonstrations
23. Alternative Methods for a
Learner-Centered Curriculum
(These are only suggestions for supplementing your style, not substituting for it)
Go outside or meet in an alternate location
Speedwriting
Listserve, online forums
Computer applications
Socratic dialogue (question-answer-deeper question)
Chunk knowledge and connect chunks to make “big picture”
Multimedia presentations (film, CDs, audio-tapes, animated graphics)
Student presentations (encourage multi-sensory supports)
Cancel class and meet students individually
Present multiple invention and discovery techniques (brainstorming, clustering, freewriting, idea
letters, graph and object relationships, meditations, dreams, art, etc.)
Split Page (key phrases on one side, commentary on other)
Color code ideas in documents and lesson plans (already known, yet-to-learn, still negotiating)
Reverse question (look at answers and solutions first; create a question that it answers next)
Treat objective questions an essay questions
24. Reflection:
Let’s review the following:
Basic Education Curriculum (BEC)
Secondary Education Development Program
(SEDP)
College Algebra syllabus
What curriculum design(s) do you find?
Do your schools support the learner –
centered curriculum?
26. Problem-centered curriculum is inherently
engaging and authentic, because the
students have a real purpose to their inquiry -
- solving the problem.
Problem-Centered Curriculum
27. Types of problems to be explored may include:
Life situations involving real problems of practice
Problems that revolve around life at a given
school
Problems selected from local issues
Philosophical or moral problems
Problem-Centered Curriculum
28. 1. Life-situations design
It uses the past and present experiences of learners as a means to
analyze the basic areas of living.
As a starting point, the pressing immediate problems of the society and
the student’s existing concerns are utilized.
Based on Herbert Spencer’s curriculum writing, his emphases were
activities that sustain life, enhance life, and in rearing children, maintain
the individual’s social and political relations and enhance leisure, tasks
and feelings.
The connection of subject matter to real situations increases the
relevance of the curriculum.
Problem-Centered Curriculum
29.
30.
31. 2. 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.
Problem-Centered Curriculum
32.
33. Reflection:
Let’s review the following:
Basic Education Curriculum (BEC)
Secondary Education Development Program
(SEDP)
College Algebra syllabus
What curriculum design(s) do you find?
Do your schools support the problem –
centered curriculum?
34. Curriculum Development Models
These are based on a body of theory about
teaching and learning.
These are targeted to needs &
characteristics of a particular group of
learners.
Outline approaches, methods, & procedures
for implementation.
36. Models of Curriculum Development
The Taba Model
Taba took what is known as a grass-roots approach to
curriculum development. She believed that the
curriculum should be designed by the teachers rather
than handed down by higher authority. Further, she
felt that teachers should begin the process by creating
teaching-learning units for their students in their
schools rather initially in creating a general curriculum
design.
37. Models of Curriculum Development
The Taba Model
an inductive approach to curriculum development,
starting with specifics and building up to a general
design
38. The Taba Model
Five-Step Sequence.
1. Producing pilot units - linking theory and practice
a.) Diagnosis of Needs
b.) Formulation of Objectives
c.) Selection of Content
d.) Organization of Content
e.) Selection of Learning Experiences
f.) Organization of Learning Activities
g.) Determination of what to evaluate and of the ways
and means of doing it
h.) Checking for Balance and Sequence
39. Five-Step Sequence (cont.):
1.
2.Testing Experimental Units
3.Revising and consolidating
4.Developing a Framework
5.Installing and disseminating new units.
The Taba Model
40. GOALS & OBJECTIVES
CURRICULUM
DESIGNING
Decisions as to
design(s) made by
the responsible
curriculum planning
group(s) for a
particular
educational center.
Various prior
decisions by
political
and social agencies
may limit the
final design(s).
CURRICULUM
IMPLEMENTATION
(Instruction)Decisions
as to instructional modes
made by responsible
teacher(s).
The curriculum plan
includes alternative
modes with suggestions
as to resources,
media, and organization,
thus encouraging
flexibility and more
freedom
for the teacher(s)
and students.
CURRICULUM
EVALUATION
Decisions as to evaluative
procedures for determining
learner progress made by
the responsible
teacher(s).
Decisions as to evaluative
procedures for evaluating the
curriculum.
Plans are made by the
responsible planning
group.
Evaluative data become bases
for decision making
in further planning.
Saylor, Alexander, and Lewis’s conception of the curriculum
planning process:
41. Models of Curriculum Development
The Saylor, Alexander, and Lewis Model
Curriculum: “a plan for providing sets of learning
opportunities for persons to be educated.”
Curriculum planners begin by specifying the
major educational goals and specific objectives
they wish to be accomplished.
42. Models of Curriculum Development
The best or one of the best known models for
curriculum development with special attention to
planning phases is Ralph W. Tyler’s in his classic little
book, Basic Principles of Curriculum and Instruction.
The Tyler Model
43. The Tyler Model of Curriculum Design
The nature and structure of
knowledge
The needs of the society
The needs of the learner
44. Tyler:
Fundamental Questions in Developing Curriculum
What educational purposes should the school
seek to attain?
What educational experiences can be provided
that are likely to attain these purposes?
How can these educational experiences be
effectively organized?
How can we determine whether and to what
extent these purposes are being attained?
45. Reflection:
On what bases would you choose a model
for curriculum development?
Who should decide which model for
curriculum development to follow?
Is the Tyler rationale a suitable basis for
current curriculum development?