Approaches to Curriculum Design

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MST Course Design and Dev't
(class report(s)/discussion(s))

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Approaches to Curriculum Design

  1. 1. Approaches to Curriculum Design
  2. 2. CURRICULUM DEVELOPMENT is a complex undertaking that involves many kinds of decisions. -About general aims which the school are to pursue -About the more specific objectives of instruction -Major subjects of the curriculum -Specific content to be covered in each subject -Choice of the type of learning experiences with which to implement both the content understanding and other objectives There must also be an evaluation of what learners are achieving and the effectiveness of the curriculum in attaining the desired objectives and ends.
  3. 3. A Curriculum Approach • reflects a holistic position or an orientation • encompassing the foundations of curriculum •(the person’s philosophy, view of history, view of psychology and learning theory, and view of social issues) •Domains of curriculum (common and important knowledge within the field) •Theoretical and practical principles of curriculum
  4. 4. Three Commonly Used Approaches to Curriculum Design 1. Subject-Centered Curriculum 2. Child-Centered Curriculum 3. Problem-Centered Curriculum
  5. 5. Subject-Centered Curriculum • Organized on the basis of separate and distinct subjects. * The learner is expected to acquire this body of knowledge and skills. • Prescribes different and separate subjects into one broad field * The learner is expected to acquire this body of knowledge and skills. The characteristics of the subject matter, and the procedures, conceptual structures or relationships which are found within or among the subject matter, dictate the kinds of activities that will be selected. Curriculum Makers will look at Facts, concepts, and skills related to, or encompassed, by that subject area, and plan activities that will lead learners from their prior experiences into mastery of the elements of the subject area.
  6. 6. Child-Centered CurriculumThe CHILD is the CENTER of the educational process and the curriculum should be built upon his: • Interests • Abilities • Purposes • Needs Begins with understanding the educational contexts from which a child comes. Continues with the teacher evaluating the child’s progress towards learning objectives. Teachers attempt to maximize • Student productivity • Knowledge acquisition • Skills augmentation and development of personal and professional abilities
  7. 7. Problem-Centered Curriculum The framework in which the child is guided toward maturity within the context of the social groups. Assumes that in the process of living children experience problems … and the solutions to these problems enable children to become increasingly able to attain full development as individuals capable of self- direction and to become competent in assuming social responsibility. Attempts to guide children in the recognition of problem and in seeking solution. Problems and their solutions through broad and deep experiences become the CORE of the problem-centered curriculum.
  8. 8. END  YMDP08

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