THE LEARNER-

CENTERED
CURRICULUM
Discussant: Ms. Cristy D. Almeida
MAESL
De La Salle University - Dasmarias
Curriculum
Curriculum
-the what should
be the course of
study
Child-Centered
Curriculum
 Child-Centered
Curriculum
-Children take command
of their own learning

http://www.nurturingknowledge.com/curriculum.htm
 Child-Centered
Curriculum
-Children take command
of their own learning

-Designed to develop
individual and social
qualities of a student
rather than provide a
generalized information

http://www.nurturingknowledge.com/curriculum.htm
 Child-Centered
Curriculum
-Children take command
of their own learning
-Designed to develop
individual and social
qualities of a student
rather than provide a
generalizedsupport
-Teachers information
and
facilitate learning but the
direction of their own
learning depends on their
interest, curiosity and
passion
http://www.nurturingknowledge.com/curriculum.htm
SCOPE:
 SCOPE:
- active learning (social, cognitive,
physical and emotional needs)
 SCOPE:
- active learning (social, cognitive,
physical and emotional needs)

- Whole body and senses will be

utilized to explore the world
 SCOPE:
- active learning (social, cognitive,
physical and emotional needs)

- Whole body and senses will be

utilized to explore the world

- Children construct their own

knowledge
 TRADITIONAL
APPROACHES TO
CURRICULUM
 Language teachers can be said
to regard themselves as practical
people and not as theorists.
Some might even say they are
opposed to theory, expressing
their opposition in such remarks
as Its all very well in theory,
but it wont work in practice.
(Stern, 1983:23)
 There is a gap between
theory and practice the gap
between what should be
and what is which is one of
the central problems of the
curriculum. Lawton (1973)
 There is a gap between
theory and practice the gap
between what should be
and what is which is one of
the central problems of the
curriculum. Lawton (1973)
 There is a gap between
theory and practice the gap
between what should be
and what is which is one of
the central problems of the
curriculum. Lawton (1973)
TYLER
 TYLER
-one of the most
influential curriculum
developers
 TYLER
-one of the most
influential curriculum
developers
-best known work:
Basic Principles of
Curriculum and
Instruction (1949)
FOUR FUNDAMENTAL QUESTIONS (Tyler,
1949)
1. What educational
purposes should the
school seek to attain?

FOUR FUNDAMENTAL QUESTIONS (Tyler,

1949)
 2. What educational
experiences can be
provided that are
likely to attain
these purposes?

FOUR FUNDAMENTAL QUESTIONS (Tyler,

1949)
3. How can these
educational
experiences be
effectively
organised?
FOUR FUNDAMENTAL QUESTIONS (Tyler,
1949)
 4. How can we
determine whether
these purposes are
being attained?
FOUR FUNDAMENTAL QUESTIONS (Tyler,
1949)
1. What educational 2. What educational
purposes should the experiences can be
school seek to attain? provided that are
likely to attain
these purposes?
3. How can these
educational 4. How can we
experiences be determine whether
effectively these purposes are
organised? being attained?
FOUR FUNDAMENTAL QUESTIONS (Tyler,
LEARNER-CENTERED CURRICULUM
DEVELOPMENT
Theoretic
al Bases
PRE-
COURSE
 Collecting
biographical
data

PRE-
COURSE
PLANNIN
G
 Collecting Conductin
g
biographical Needs
data Analysis

PRE-
COURSE
PLANNIN
G
 Collecting Conductin
g
biographical Needs
data Analysis Ide
ntif
yin
Par he g
t
ticip
ant
s
PRE-
COURSE
PLANNIN
G
 Collecting Conductin
g
biographical Needs
data Analysis Ide
ntif
yin
Par he g
t
ticip
ant
s
PRE-
COURSE Gr
ou
PLANNIN pin
g the
G Le
ar
ne
r s
 Collecting Conductin
g
biographical Needs
data Analysis Ide
ntif
yin
Par he g
t
ticip
ant
s
PRE-
COURSE Gr
ou
PLANNIN pin
g the
G Le
Determining the ar
ne
resources for r s
planning
CONTENT PLANNING
 CONTENT PLANNING
TWO WAYS:
 CONTENT PLANNING
TWO WAYS:
1. Treat each intake of learners as
unique
 CONTENT PLANNING
TWO WAYS:
1. Treat each intake of learners as
unique
2. Identifying recurring learner types and
prepare for a general course outline
STEPS:
STEPS:

1. Examining the learners data

STEPS:

1. Examining the learners data

- Talk to my neighbors
- Read newspaper
- Understand TV and radio
- Fill out forms
- Read signs and notices
- Understand people in a workplace
STEPS:
2. Specifying the communicative
tasks and skills
STEPS:
2. Specifying the communicative
tasks and skills
- Identify topic conversation
- Exchange greetings/leave-taking
- Provide personal details
- Indicate likes and dislikes
- Offer and ask for help
STEPS:

3. Providing contextualization for task

STEPS:

3. Providing contextualization for task

- By deciding on topics, setting,
interlocutors, and so on
STEPS:

4. Deciding on Linguistic Elements

- Notions, structure, lexis
STEPS:

5. Producing a specific number of

sample objectives
- Ex: In a role play, students will
exchange greetings with the
teacher.
RESOURCES FOR A LEARNER-
CENTERED CURRICULUM
MATERIALS
 Essential
element
within the
curriculum;
concrete
models of
desirable
classroom
practices

MATERIALS
 Essential
element
-books
within the
-audiotapes
curriculum;
-videos concrete
-filmstips models of
-graphs desirable
-realia classroom
-games practices

MATERIALS
MATERIALS should:
 Raise
consciousness in
the learning
process

MATERIALS should:
 Raise
consciousness in
the learning
process

Be designed to
suit different types
of learners

MATERIALS should:
 Raise
consciousness in Be suggestive rather
the learning than definitive
process

Be designed to
suit different types
of learners

MATERIALS should:
 Raise
consciousness in Be suggestive rather
the learning than definitive
process

Be designed to Reflect socio-cultural

suit different types context
of learners

MATERIALS should:
 Raise
consciousness in Be suggestive rather
the learning than definitive
process

Be designed to Reflect socio-cultural

suit different types context
of learners

MATERIALS should:
- Encourages learner involvement in the
community
- Encourages learner involvement in the
community

Examples: excursions, field trips, bringing in guest speakers

Evaluatio
n
Evaluatio
n

- systematic process of
determining the extent to
LEVELS:
 LEVELS:

- Macrolevel (national and state)

 LEVELS:

- Macrolevel (national and state)

- Locale/ Centre Level (administrator

and teachers)
 LEVELS:

- Macrolevel (national and state)

- Locale/ Centre Level (administrator

and teachers)

- Microlevel (teachers and learners)

KEY
QUESTIONS
CURRICULUM AREA SAMPLE QUESTIONS
CURRICULUM AREA SAMPLE QUESTIONS

The Planning Process

Needs Analysis Are the needs analysis procedures
effective?
Do they provide useful information
for course planning?
Do they provide data on subjective
and objective needs?
Can the data can be translated into
content?
CURRICULUM AREA SAMPLE QUESTIONS

The Planning Process

Needs Analysis Are the needs analysis procedures
effective?
Do they provide useful information
for course planning?
Do they provide data on subjective
and objective needs?
Can the data can be translated into
content?
CURRICULUM AREA SAMPLE QUESTIONS

Content Are the goals and objectives are

derived from the needs analysis?
If not, where were they derived?
Are they appropriate for the
specified groups of learners?
Do the learners think the content is
appropriate?
Is the content appropriately graded?
CURRICULUM AREA SAMPLE QUESTIONS

Implementation
Are the material, methods
Methodology
and activities consonant
with the pre-specified
objectives?
Do the learners think that
these are appropriate?
CURRICULUM AREA SAMPLE QUESTIONS

Resources

Are the resources

adequate/appropriate?
CURRICULUM AREA SAMPLE QUESTIONS

Teachers

Are the teachers

classroom management
skills adequate?
CURRICULUM AREA SAMPLE QUESTIONS

Learners Are the learning strategies of

the students efficient?
Do learners attend regularly?
Do learners practice their
skills outside the classroom?
Do the learners appear
enjoying the course?
CURRICULUM AREA SAMPLE QUESTIONS

Resources

Are the resources

adequate/appropriate?
CURRICULUM AREA SAMPLE QUESTIONS

Assessment and Are the assessment and

Evaluation evaluation procedures
appropriate to the pre-
specified objectives?

Are there opportunities for the

learners to evaluate aspects of
the course?
CURRICULUM AREA SAMPLE QUESTIONS

Resources

Are the resources

adequate/appropriate?
and