Designs of Curriculum

Unit 4
 Curriculum Design
Curriculum design is a statement which identifies the elements
of a curriculum, states what their relationships are to each
other, and indicates the principles of organization and
requirement of that organization for the administrative
conditions under which it is to operate. (Hilda Taba, 1962)
Johnson identified three notions of curriculum design as;
 An arrangement of selected and ordered learning outcomes
intended to be achieved through instruction
 An arrangement of selected and ordered learning
experiences to be provided in an instructional situation
 A scheme for planning and providing learning experiences.
(Johnson. Jr, 1969)
Cont….
 Based on the definition, we can say that in designing a
curriculum, whether for a whole programme or for a
particular unit, we are planning an intellectual 'journey' for
our students which included series of experiences that will
result in them learning what we intend them to learn.
Subject Centered Design
 Subject Centered Design
 Subject-Centered curriculum design revolves around a
subject matter or discipline. For example, a subject centered
curriculum may focus on math or biology. This type of
curriculum design tends to focus on the subject rather than
the individual. Subject-centered curriculum design describes
what needs to be studied and how it should be studied.
 The subject centered curriculum is based on subject. All
knowledge is transferred to student through the subjects. •
Subject matter taught should reflect basic areas that are
essentials and agreed upon content for learner attainment.
Objectives of subject centered
curriculum
 To transfer cultural heritage
 To represent knowledge
 To impart information
Teacher in Subject-Centered Designs
 Teachers do not need to know much about curriculum design
or curriculum development.
 Teachers assume an active role in direct instruction,
recitation, and large-group discussion.
 This design is easy to deliver because complementary
textbooks and support materials are commercially available.
Characteristics of subject Centered
Design
 It focuses on ‘’content’’ of curriculum.
 It corresponds through ‘’text books’’ in curriculum.
 It prescribes different and separated books into one broader
field.
 Mastery on subject in central task.
 The scope of fields depends on number of subjects.
 Text-books are the only instrument of instruction and
teaching.
 Learning is in sequence and step-by-step
Drawbacks of subject centered Design
 The design disempowers students by not allowing them to
choose the content most meaningful to them.
 Curricular content is presented without consideration of
context
 Ignores interest of students
 No process of insight or thinking
 Rote memory
 Neglects social problems and demands
 Passive learning
Learner-Centered Design
 Learner-Centered Design
 In contrast, learner-centered curriculum design takes
everyone’s needs, interests, and goals into consideration. In
other words, it acknowledges that students are not uniform
and adjusts to those student needs. Learner-centered
curriculum design is meant to empower learners and allow
them to shape their education through choices.
 Instructional plans in a learner-centered curriculum are
differentiated, giving students the opportunity to choose
assignments, learning experiences or activities. John –
Dewey’s contribution is an important one. He developed and
organized several learning activities to promote learner
centered curriculum.
Principles of Learner-Centered
Curriculum Design
 Freedom to develop naturally.
 Interest is the motive of all work.
 Teacher is a guide not a task – master.
 Scientific study of pupil development.
 The progressive school a leader in educational movement.
 Co-operation between the school and home to meet the
needs of child-life
Forms of Learner learner-centered
curriculum design
Humanistic Design The activities and experiences
It includes to This form emphases on
 Provide conducive  Active participation of
environment for learning learners.
 Focuses on learning  Students learn through self
environment more. experiences.
 Featured humanistic  Learning is an active
approach of psychology. transmission.
 May refer subject matters as  Students activities in
guidance. laboratory, library, fields,
 Emphasize of self-learning, classrooms.
self-efficacy.  Integration of subject
 Independent learning, caring, matters.
and support.  John Dewey’s “learning by
doing”.
Characteristics of learner centered
design
 This type of design give importance to the learner and considers
child as center of interest which is natural approach.
 The of child is an important factor.
 Teachers role is not that a task-master but that of a guide and
facilitator.
 It gives several options to students to develop their ability and
skills.
 Students are actively involved in planning and evaluation in general
and specific.
 It points out “the more experience in life, a child has the more
eager he will to learn”
Teacher-centered Design
 Teacher-centered Design
 In teacher centered education, students pull all their focus on
the teacher. The teacher talks, while the student exclusively
listen. It is primary role of teacher to pass knowledge &
information onto their students. In this approach, teaching &
assessment are viewed as two separate entities. Student
learning is measured through objectively scored test &
assessment. According to John Miller, “Curriculum
frameworks the teacher-centered approach related to three
positions such as transmission, transaction and
transformation.
Cont…..
 Transmission: - The action or process of transmitting
knowledge in to learners.
 Transaction: - What knowledge is achieve and gain as learning
outcome.
 Transformation: - Permanent and positive changes in
behavior of learners.
Characteristics of teacher centered
design
 The underlying concept of the teacher centered approach is based
on traditional pedagogy where in knowledge is passed from
teacher to children.
 The sharing knowledge and learning contents from teacher to
children subject standards and methods are determined by the
teacher.
 This design corresponds that “learning occurs by the transmission
of knowledge from the teacher to student”.
 In this approach the teacher is center of attention.
 This type of curriculum design emphasis on teacher’s involvement
in curriculum development.
 Teacher participates in several learning activities
Role of teacher in teacher-centered
Curriculum Design
 Adopters: - Teacher became ready to adopt and accept
curriculum significantly.
 Implementers: - Role to apply curriculum efficiently.
 Developers: - A role to take part in curriculum development.
 Researchers: - Role to conduct research to bring changes in
curriculum development.
 Experimenters: - Role to Experiment teacher-learning
relationship positively.
Integrated Curriculum Design
 Integrated Curriculum Design
An integrated study is one in which children broadly explore
knowledge in various subjects related to certain aspects of their
environment. According to Roberts & kellough, (2000) “The term
integrated curriculum refers to a way of teaching, planning, &
organizing so the discrete disciplines of subject matter are
integrated and match the developmental needs of the learner, help
to meaningfully connect the student’ learning to their current and
past experiences”. It includes:
 Problem concerns real to the student and real in the community.
 Student and teacher work together to select the specific topic of
interest to them and together they plan how, when, where and
why they pursue it.
 Develop essential skills intrinsic to their learning
Teaching Techniques In Integrated
Curriculums
Drake and Burns (2004) outlined that most integrated curriculums
use one of three approaches regardless of the teaching techniques
they may use
 Multidisciplinary, which focuses on the relationship of different
subjects to each other and a common theme
 Interdisciplinary or the organization of the curriculum around
common learning's across disciplines (e.g., literacy, thinking skills,
writing)
 Transdisciplinary, where teachers organize the curriculum around
student questions and concerns, allowing them to develop real
world skills as they apply interdisciplinary and disciplinary skills in
real life contexts.
 Benefits of Integrated Design
 Help faculty to solely interpreting learning objectives through
their own expertise rather than across the curriculum.
 Integration of the curriculum helps department to identify and
eliminate unnecessary redundancies.
 A team-taught curriculum requires faculty to work together to
produce content.
 An integrated core builds on knowledge from one
discipline/subject to the next with enhanced content through
integration, and in fewer credit hours.
 Flexible structure through block scheduling
 Ownership of courses shifts from the entire faculty at large to
interdisciplinary process teams, other faculty can be used for
discipline specific courses