Approaches to Curriculum Design 2

8/11/2019 Approaches to Curriculum Design 2

http://slidepdf.com/reader/full/approaches-to-curriculum-design-2 1/47

LESSON I

MODULE II

CRAFTING THE CURRICULUM

urriculum Design

Models



The Six (6) Features of a Curriculum

Who teaches? –The Teacher

Who do the teachers teach? –The Learners

What do the teachers teach? –Knowledge, Skills,Values

How do teachers teach? –Strategies & Methods

How much of the teaching was learned? –Performance

With whom do we teach? –Community Partners



Who teaches? –The TeacherQuality Education requires quality

teachers.

Good teachers bring a shining light into

the learning environment. They are idealcompanions of the learners.

With the advances in communication

technology, good teachers are needed

to sort out the information from the datathat surround the learners.



Good teachers are needed to sortout the knowledge from the info.

but even more important, excellentteachers are needed to sort thewisdom from the knowledge.Institutions are as good as its

teachers.



Who do the teachers teach?

–The LearnersThe learners are at the center stage in

the educative process.

They are the most important factors inthe learning environment.

There is no teaching without them.



Hence, teachers should understandand accept the learner’s diversebackground.

Each one of them is uniqueindividual.

Considering the domain of diversity

of learners will allow the individuallearner to develop his multipleintelligences at his own pace.



What do the teachers teach?

–Knowledge, Skills, Values “To help the learners cope with

rapid changes to understand and

to succeed in the new work in theworkplace, we must design acurriculum oriented to tomorrow.”



It should be remembered that whatstudents learn will be obsolete in ten

years, and half of what they need toknow to succeed in work and in life hasnot yet been fully developed and willhave to be learned as they go along in

the future.The learning episode influences the

teaching-learning process. The teacher isexpected to prepare his/syllabus or acourse of study as his vehicle forinstruction. There must be a balance oftheory and practice.



How do teachers teach?

–Strategies & MethodsResearches show that there is no best

strategy that could work in a million of

different student background andcharacteristics.

For teachers to teach effectively, theymust use appropriate methodologies,

approaches and strategies “capped with compassionate and winsomenature”.



Teachers should select teachingmethods, learning activities andinstructional materials or resourcesappropriate to learners and aligned

to objectives of the lesson.Good teachers utilize information

derived from assessment to improve

teaching and learning and adopt aculture of excellence.



How much of the teaching was learned?

–PerformanceWhen teachers teach, they formulate

objectives to be accomplished by the

learners.A curriculum should be clear at the

beginning with what knowledge, skills

and values should be developed bythe learners.



At the end of the teaching act, it is

necessary to find out if the objectivesset were accomplished.

Performance is a feature of a

curriculum that should be givenemphasis.

However, if the performance of thelearners is low then it follows that the

curriculum has failed. A goodcurriculum is one that results in high orexcellent performance.



With whom do we teach?

–Community PartnersTeaching is a collaborative

undertaking.

While teachers are the focal point inthe learning process, they must drawupon the resources of their

environment and of their partners tobe effective.



Teachers must establishedrelationship with parents, NGO’s and

their stakeholders.An absence of partnership oftenmeans a poor definition of educationends. However, as society changes,teachers will have a new beginning,an opportunity to recast their role intheir communities, to change their

attitude to their communities, tochange the attitude of theircommunities and societies aboutthem.



The common approaches to curriculumdesign includes:

Child or Learner-Centered

Approach

Subject-Centered Approach

Problem-centered and human

relation-centered approach



pproaches to Curriculum

Design



Subject-Centered design model

This model focuses on the content of

the curriculum.

The subject centered design

corresponds mostly to the textbookwritten for the specific subject.



The subject-centered curriculum can be

focused on

traditional areas in the traditional

disciplines

interdisciplinary topics that touch on a

wide variety of fields

on processes such as problem solving

on the goal of teaching students to becritical consumers of information.



Subject-Centered Curriculum

A curriculum can also be organized

around a subject center by focusing on

certain processes, strategies, or life-skills,

such as problem solving, decision making,or teamwork.





Subject-Centered Curriculum

In the Philippines, our curricula in any

level is also divided in differentsubjects or courses. Most of the

schools using this kind of structure

aim for excellence in the subjectmatter content.



Examples of Subject-centered

curriculum:

1. 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.

2. Discipline Design

Discipline refers to specific knowledge and through a method

which the scholars use to study a specific content of their

fields.



Examples of subject-centered

curriculum:

3. Correlation Design

This comes from a core, correlated curriculum design that

links separate subject designs in order to reduce

fragmentation. Subjects are related to one another but eachsubject a maintains its identify.



4. Broad-field design/interdisciplinary

curriculum

This design was made to prevent

the compartmentalization of

subjects and integrate the contentsthat are related to each other.























Problem-centered and human

relation-centered approachThis approach is based on a

curriculum design which assumes that

in the process of living, childrenexperience problems.

Thus, problem solving enables the

learners to become increasingly ableto achieve complete or totaldevelopment as individuals.



This approach is characterized by the ff.views and beliefs:

1) the learners are capable of directing andguiding themselves in resolving problems,thus they become independent learners.

2) the learners are prepared to assume theircivic responsibilities through directparticipation and different activities.

3) the curriculum leads the learners in therecognition of concerns and problems andin seeking solutions. The learners areconsidered problem solvers.



Problem-Centered Curriculum

Types of problems to be explored may include:

Life situations involving real problems of

practiceProblems that revolve around life at a given

school

Problems selected from local issues

Philosophical or moral problems



Problem-Centered Curriculum

1. Life-situations design

It uses the past and present experiences of learners as a means to

analyze the basic areas of living.

As a starting point, the pressing immediate problems of the society and

the student’s existing concerns are utilized.

Based on Herbert Spencer’s curriculum writing, his emphases were

activities that sustain life, enhance life, and in rearing children, maintain

the individual’s social and political relations and enhance leisure, tasksand feelings.

The connection of subject matter to real situations increases the

relevance of the curriculum.



2. Core Curriculum 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 thelearners.



Core Curriculum design

„Core‟ refers to the „heart‟ of experiences

every learner must go through. Or

Fundamental knowledge that all students

are required to learn in school.

A core curriculum is a curriculum, or

course of study, which is deemed central

and usually made mandatory for allstudents of a school or school system.



Core Curriculum design

This is not an independent type of

curriculum. It refers to the area of study,

courses or subjects that students must

understand in order to be recognized aseducated in the area.

The learner has no option but to study the

prescribed course or subjects.





Educators defines

“A core curriculum is a predetermined

body of skills, knowledge, and abilities is

taught to all students”.

As in mathematics(in Arithmetic), all pupils

need to acquire proficiency in addition,

subtraction, multiplication, and division.

It contains core or exact precise subjectmatter, usable in society.



Activity Based Curriculum

According to Tanner and Tanner, “Activity curriculum is

an attempt to treat learning as an active process. Activity

curriculum discards the boundaries and the curriculum

was centered largely on areas of child interest. The

objective of curriculum was child growth throughexperience.”

According to Beans, “The major premise of activity

movements was that learner ought to be active rather

than passive participants in learning”.



Components of good active learning

Activities should have:

A definite beginning and ending

A clear purpose or objective

Contain complete and understandabledirections

A feedback mechanism

Include a description of the technology or toolbeing used in the exercise





Documents

Approaches to Curriculum Design 2