This document outlines several curriculum design approaches: Process Design focuses on knowledge acquisition and critical thinking. Learner-centered Design emphasizes the learner and teacher as coach. Child-centered Design is based on students' interests and needs. Experienced-centered Design believes learning is shaped by students' experiences. Romantic Design stresses critical reflection not external imposition. Humanistic Design considers cognitive, affective and psychomotor development. Problem-centered Design addresses real-life problems. Life-situation Design organizes content around community aspects. Reconstructionist Design aims to advance social justice through critical analysis of society.

1. Process Design
 Stresses those procedure that allow students
to analyze reality and construct framework
 Process of knowledge acquisition
 Hermeneutic composition
 Motivates student to unravel the processes

2. Learner-centered Design
 Early 1990s stated that students are the
program’s emphasis
 These design realized more often at the
elementary level than in the secondary
 Teacher as coach
 The focus is on both students and the teacher
 Learner evaluate their own learning

3. Child-Centered design
 Proponents of this design believe that student
must be enthusiastic
 Should be centered on students’ lives, needs,
and interests.
 Organized around human impulses: to
socialize, construct,inquire,,
experiment,create
 This design is often attributed to the influence
of John Dewey, Rouseau, Pestalozzi, and
Froebel

4. Experienced-Centered Design
 Closely look like child-centered design
 Believes that the interest and needs of
learners cannot pre-planned
 Build inspiring learning environment in
which student can explore
 Students are authorized to shape their
own learning

5. Romantic(radical) Design
 Students must learn ways of engaging in a
critique of knowledge
 Learning is reflective, it is not externally
imposed by someone in power
 Students must accept accountability
 Present day of radicals were influenced by
Freire’s teaching

6. Humanistic Design
 Gained prominence in the 1960s and 70s
 Abraham Maslow and Carl Roger
 Stresses the whole person and the
integration,thinking, feeling and doing
 It consider the cognitive, affective , and
psychomotor
 Stressess the development of positive self-
concept and interpersonal skill
 Allow students to experience learning with
emotion, imagination, and wonder

7. Problem-Centered Design
 Concentrates on real-life problem of
individuals and society is based on social
issue .Are planned to strengthen cultural
traditions and address unmet needs of the
community and society
 Various types of problem-centered design
 Some of them focus on persistent life
 Others center on contemporary problem
 Some address areas of living
 Others are concerned with reconstructing society

8. Life-Situation Design
 Herbert Spencer’s writings on a curriculum for
complete living (1) sustain life (2) enhance life
(3) aid in rearing children (4)maintain
individual’s social and political relations
 3 rules that are fundamentals to life situation
 Dealing with persistent life situations
 Student will see the relevance of content if it is
organized around aspects of community life
 Having student study social or life situations
 Focuses on problem-solving procedure

9. Reconstructionist Design
 Believe the purpose of curriculum is to reconstruct
society and advance social justice
 This design appeared in the 1920s and 30s
 Harold Rugg believed that school should engage
children in critical analysis of society
 Theodore Brameld stated that, school should help
students develop into social beings dedicated to
the common good
 To involve students in critical examinations of the
local, national, and Int’l