Approaches To Curriculum Design New

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A Definition of
( Daniel Tanner,1980
Curriculum is a design PLAN for learning that requires the
purposeful and proactive organization,sequencing and
management of the interactions among the teachers,the
students and the content knowledge we want students to
acquire.
Refers to the structure or the arrangement of the components
or elements of a curriculum.
Is a process of critical questioning to frame learning and

teaching.
Term used to describe the purposeful,deliberate and
systematic organization of curriculum within a class or course.
A model is a format for curriculum design
developed to meet unique needs,contexts,and/or
purposes.In order to address these
goals,curriculum developers design,reconfigure or
rearrange one or more key curriculum
components.
CURRICULUM
DESIGN
SUBJECT LEARNER-
CENTERED CENTERED
SUBJECT CHILD-
DESIGN CENTERED
DISCIPLINE
DESIGN EXPERIENCE-
CENTERED
CORRELATION
DESIGN BROAD FIELD/
INTERDISCIPLINARY
DESIGN HUMANISTIC
CURRICULUM
DESIGN
PROBLEM-
CENTERED DESIGN
LIFE-
SITUATION CORE-PROBLEM
DESIGN DESIGN
SUBJECT-CENTERED DESIGN MODEL
Focuses on the content of the curriculum
Corresponds to textbooks, written for

specific subject
Examples of Subject-centered Design
It is easy to
deliver
Oldest and so far
the most familiar Sometimes learning
design for is so
teachers, parents compartmentalized
and other laymen
Subject
design
Subject to be Taught
Definition of Important Identification of

Topic Areas Within the
Generalization and Accompanying
Subject to be Covered
Understanding to teach Intellectual Discipline
Determination of Objectives
Deciding Upon Learning Experiences Related to

Mastering the Content
Organizing the Experiences

THE SUBJECT-
CENTERED
Evaluating the Extent of Mastery of what was Taught CURRICULUM
DESIGN
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.
DISCIPLINE DESIGN
According to Bruner the discipline design clarifies
the relationship between knowledge and
advanced knowledge.This will allow the students
to gain meaning and through the content.
The discipline design engages the students so they

can analyse the curriculum and draw conclusions.It
helps students to master the content area and in
turn increase independent learning.
DISCIPLINE DESIGN
Psychology
Mathematics History
discipline Humanities
Science
Subject centered
CORRELATION DESIGN
Comes from a
core, correlated
curriculum design Subjects are related to
one another but each
that links separate subject maintains its
subject designs in identity
order to reduce
fragmentation
Broad Field Design
A variation of the subject-centered design
Made to prevent compartmentalization of subjects

and integrate the contents that are related to each
other
Subject-centered v.Student-
centered curriculum
Focus on Subject Matter Centered on Learners Need
Centered on Subjects
Determination of Subject Matter
Subject Matter Organized by
Teacher before Instruction Centered on Cooperative
Emphasis on Emphasis on Variability in
Facts,Knowledge,and Exposure to Learning
Information Emphasis on Skills
Generally Lower-Level Learning Emphasis on Immediate
Emphasis on Uniformity of Meanings of Learning
Exposur Emphasis on Indirect Strategies
Emphasis on Direct Strategies
LEARNER-CENTERED DESIGN
Learner is the center of

the educative process
Confucius’ quote:
“I hear and I forget. I see and I remember. I do
and I understand.” (Cashman et al 390)
This emphasis is very strong in

elementary levels
EXAMPLE OF
LEARNER-
CENTERED DESIGN
One
learns by
doing
Anchored on Learner
the needs and engages with
interests of his/her
the child environment
Child-
centered
Design
WHO ATTRIBUTED TO CHILD-CENTERED DESIGN
DEWEY ROUSSEAU PESTALLOZI FROEBEL

• Child remains to be
the focus
• Experiences are the
starting point of the
Experience- curriculum
centered • The interest and the
needs of the learners
Design cannot be pre-
planned
Learners are made to
choose from the
various activities
Experience- vs
Child- centered
centered Design Design
LEARNER-
CENTERED DESIGN
Experience- centered
Design
Child- centered Design

ABRAHAM MASLOW
a person can enhance self- directed
learning by improving self
understanding and basic attitudes to
guide behavior
CARL ROGERS
Child- centered Design
• Learning is a product of the child interaction with
the environment
• Learning from a experience
Experience- centered Design

• Learning is build on past experiences
• Learner’s are empowered to shape their own
understanding
Humanistic Design
• Learning is based on the learner’s need.
• Learner’s can enhanced self-directed learning
by improving self-understanding.
ABCDEEF
GH
HISTORY
ENGLISH
ANATOMY
BIOLOGY
MATHEMATICS
HEALTH
PHYSICS LITERATURE
ECONOMICS
Child-Centered Approach
1. Acknowledge fundamental rights

of the child.
- to be born, cared and raised well
- to live with a loving and caring family
- to proper care and importance
- to basic needs, i.e. food, shelter, etc.
- to have everything needed for better
life
- to be educated
- to play and enjoy if there is opportunity

- to protection from abuse of adults
- to live peacefully away from bad
influence
- to be cared when parents not available or
cannot sustain their needs
- to good government
- to grow up peacefully, getting their wants for
the good of their lives
2. Make activities revolve around overall development of

learner
Overall development needs of a child (well-rounded) are:
- physical development
- intellectual development
- language development
- emotional development
- social development
3. Consider uniqueness of every learner in a multicultural

classroom
- one in which both teacher and students are
accepting of all races, cultures and religions
4. Uses differentiated instruction or teaching
- teaching the same content to all learners using a

variety of instructional strategies
5. Provide a motivating supportive learning environment for

all learners
- these are places where learners feel at home, willing

to open their minds and actually listen to what you have to
say
Subject-Centered Approach
1. The primary focus is the SUBJECT MATTER.

Each content area contains its own set of skills and
concepts for mastering that content.
2. Emphasis on BITS AND PIECES OF INFORMATION which

may be detached from life.
Focus on transmission of these information – frequently
rote facts and formulas – from teacher to student. Because
information is considered important in its own right, little attention
is given to whether or not students use the information in any real-
life context.
Subject-Centered Approach
3. Subject matter serves as means of identifying problems of living

It is an essential component of teacher knowledge which
depend on his/her understanding of what students are to learn.
4. Learning means ACCUMULATION OF CONTENT/
KNOWLEDGE
5. Teacher’s role is to dispense content.
Content area teachers believe that teaching students the
basic reading skills, for example, that are necessary for achieving
success in their field.
Problem-Centered Approach
1. Learners are capable of directing themselves in resolving
problems, thus developing each one to be independent
Making discoveries from a task which they are
genuinely interested in and find challenging, and the feeling
they gain from self-direction is wonderfully rewarding for
them.
2. Learners are prepared to assume their civic responsibility,

through direct participation in different activities.
- to seek the truth and stick to the truth
- participate in governance
- volunteers in voluntary associations
- paying taxes, among others
Problem-Centered Approach
3. Learners are problem-solvers themselves.

Problem-based classrooms require teachers to dare to
let go of control of the learning and to take hold of the role of
questioner, coach, supporter, and diagnostician.
Approaches to Curriculum Child or Learner-Centered Subject-Centered Approach Problem-Centered
Design Approach Approach
1.Teacher Guide Master Trainer
2Learners Most important/center of Competitors/next masters Problem-
the educational process solvers/independent
3.What to teach What learners want to Subject matter content Practical

learn/accomplish which are detached from work(ex:development of
life business,social construction
skills)
4.How to Teach Self-discovery,self direction Intellectual Direct participation (ex:case

practices(ex:cram rerviews) study)
5.Performance Performance compared to Learners mastery of the Dealing with life and its
learners own set of goals subject content problems
6.Partners Parents community

THANK YOU….!!!!!

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ap

Is a process of critical questioning to frame learning and

Focuses on the content of the curriculum

Corresponds to textbooks, written for

Definition of Important Identification of

Deciding Upon Learning Experiences Related to

Organizing the Experiences

The discipline design engages the students so they

Made to prevent compartmentalization of subjects

Learner is the center of

This emphasis is very strong in

DEWEY ROUSSEAU PESTALLOZI FROEBEL

Child- centered Design

Experience- centered Design

1. Acknowledge fundamental rights

- to play and enjoy if there is opportunity

2. Make activities revolve around overall development of

3. Consider uniqueness of every learner in a multicultural

- teaching the same content to all learners using a

5. Provide a motivating supportive learning environment for

- these are places where learners feel at home, willing

1. The primary focus is the SUBJECT MATTER.

2. Emphasis on BITS AND PIECES OF INFORMATION which

3. Subject matter serves as means of identifying problems of living

2. Learners are prepared to assume their civic responsibility,

3. Learners are problem-solvers themselves.

3.What to teach What learners want to Subject matter content Practical

4.How to Teach Self-discovery,self direction Intellectual Direct participation (ex:case

6.Partners Parents community

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