Alejandro, Richelle Y.

Arguelles, Daisy M.

Crafting the Curriculum

Lesson 1 – Curriculum Design Model

I. Introduction:
Educators use guides to help them decide what, when, and how to teach. These
curriculum guides are based on models. Have you ever thought about where your
lesson plan came from? Let’s take a look at how curriculum models mold our
teaching.
II. Motivation:
Make funny faces: The one who makes the most ridiculous face wins the
challenge.
III. Content
Activity:
The teacher will group the students into two. The students will share thoughts
about “How students live nowadays” and will act it. The teacher will give 5 minutes
to each group and after that, the students will going to perform it in 3minutes. The
teacher will provide a criteria to be followed to check the group performance and the
winning group will receive a reward.
Uniqueness of Concept…………………………. 40%
Clarity of Expression……………………………. 30%
Humor …………………………………………... 20%
Creativity ………………………………………...10%

Lecture Discussion

Organization of Curriculum
 Horizontal
 The direction of the curriculum elements is sideways.
 Vertical
 The sequence of the curriculum elements follow a vertical design.
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 in textbook, written for the specific subject.
Example of subject-centered curriculum
a) Subject-Design
 The oldest and so far the most familiar design for teachers, parents and other laymen
Advantages:
 Easy to deliver
 Complimentary books are written
 Support instructional materials
 Teachers are familiar with the format
Disadvantages:
 Learning is compartmentalized
 Stresses so much the content that it forgets about students’natural tendencies,
interest and experiences
b) Discipline Design
 Focuses on the academic discipline. Discipline refers to a specific knowledge
learned through a method which the scholars use to study a specific content of
their fields.
 Teachers should teach how the scholars in the discipline will convey the
particular knowledge.
c) Correlation Design
 This comes from the core, correlated curriculum design that links separate subject
designs in order to reduce fragmentation. Subjects are related to one another but
it subjects maintains its identity.
d) Broad Field design/interdisciplinary
 A variation of subject-centered design. This design was made to prevent the
compartmentalization of subjects and integrate the content that are related to each
other.
2. Learner-Centered Design
 The learner is the center of the educative process.
Here are some examples of the Learner-Centered Designs.
a) Child-centered design
 The curriculum design is anchored on the needs and interest 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.
b) Experience-centered design
 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.
c) 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.
3. Problem-Centered Design
 Problem-centered curriculum or problem-based learning organizes subject matter
around a problem, real or hypothetical, that needs to be solved. Problem-centered
curriculum is inherently engaging and authentic because the student have a real
purpose to their inquiry –solving the problem.
Types of problem to be explored may include:
 Life situation involving real problems of practice
 Problems that revolve around life at a given school
 Problem selected from local issues
 Philosophical or moral problems
 Problem-centered curriculum
Two examples are given for the problem-centered design curriculum
a) Life-situation design
 Contents are organized in ways that allow students to view problem areas clearly.
It uses the learners past and present experiences
Herbert Spencer
His emphases were activities that:
 Sustain life
 Enhance life
 Aid of rearing children
 Maintain the individuals social and political relations
 Enhance leisure, task and feelings
b) 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.
Faunce and Bossing presented ways on how to proceed following a core design of a
curriculum as follows:
1. The problem is selected by either the teacher or students.
2. A group consensus is made to identify the important problems and interest of
the class.
3. Problems are selected on the basis of development criteria for selection.
4. The problem is clearly stated and defined.
5. Areas of study are decided, including dividing the class by individual or
group interest.
 1. Needed information is listed and discussed
2. Resources for obtaining information are listed and discussed.
3. Information is obtained and organized.
4. Information is analyzed and interpreted.
5. Tentative conclusions are stated and tested.
6. A report is presented to the class on an individual or group basis.
7. Conclusions are evaluated.
8. New avenues of exploration toward further problem solving are examined.
Ice-breaker:
Pink toe: The teacher calls out a color and a body part. Student must find an
object in the room that has that color and then touch the object with the selected body
part. For example, if the teacher calls out “ red nose” students need to find an object
that is red and touch it with their nose. The teacher continues calling colors and body
parts. To spice things up , teacher can add an element of competition to this game.
Student that are too slow in completing the tasks can be asked to sit down. The last
remaining student is the winner.
Editorial/Current Events

IV. Evaluation: Identification / Enumeration

Direction: Identify the answer to the given statement.
1. It is an example of subject-centered curriculum that focuses on academic disciplines.
2. It is the oldest and so far the most familiar design for teachers, parents, and other
laymen.
3. This comes from a core. Subjects are related to one another but each subjects
maintains its identity.
4. It draws around themes and is interdisciplinary. It reduces compartmentalization of
separate subjects.
5. Contents cut across subject boundaries thus problems are not subject specific. They
center on the life situations.
6. In this curriculum, the learner is the center of the educative process.
7. In this curriculum design, the development of self is the ultimate objective of
learning.
8. This design is anchored on the needs and interest of the child. One learns by doing.
9. This design believes that the interest and need of learners can not be pre-planned.
Learners are made to choose from various activities that the teacher provides.
10. It is an example of problem-centered design that centers on general and the problem
are based on common human activities.
11. It is an example of problem-centered design that uses the past and the present
experiences of learners as a means to analysed the basic areas of living.
Test II: Enumerate what is being ask.
12-15 Give the examples of subject-centered design model
16-17 Give the two examples of problem-centered design curriculum
18-20 What are the three examples of learner-centered design