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M DESIGN
APPROACHES TO
CURRICULUM
DESIGN
Subject Learner Problem
Centered Centered Centered
DISCIPLINE EXPERIENCE-
CENTERED DESIGN CORE DESIGN
DESIGN
PROCESS
DESIGN
SUBJECT-
CENTERED
DESIGNS
SUBJECT-CENTERED DESIGN MODEL
HISTORY
SOCIOLOGY
LANGUAGE
ARTS
LINGUISTICS LITERATURE
COMPOSITION
GRAMMAR
SPELLING
ADVANTAGES DISADVANTAGES
• increases the width
of the students filed • the question of
knowledge quality?
• The issue of depth
• Allow them to apply
knowledge in an
integral
multidimensional way
4. CORRELATION DESIGN
CORRELATION DESIGN
BIOLOGY CHEMISTRY
CH
Y EM
IST
OG
BIOCHEMISTRY RY
OL
BI
ADVANTAGES DISADVANTAGES
• (difficulty in meeting
time schedules and
has self contained
classes)
5. PROCESS DESIGN
PROCESS DESIGN
• Suggested that students be taught to
think
• Focus on students as “meaning maker”
SUBJECT CHILD-CENTERED
DESIGN DESIGN
DISCIPLINE EXPERIENCE-
DESIGN CENTERED DESIGN
CORRELATION HUMANISTIC
DESIGN DESIGN
PROCESS
DESIGN
LEARNER
-
CENTERE
D DESIGN
“Learner is
the center of
the educative
process”
LEARNER-CENTERED DESIGN
This approach focused on meeting the
learning styles of students and not just on
the educators, administrators or even
problems.
- “LEARNING BY
PESTALLOZI FROEBEL DOING”
PROPONENTS OF CHILD CENTERED DESIGN
Rousseau
Parker – believed
– education
that children
does not requireshould
be taught within the
strict discipline but
context of their
rather it should be
natural
free environment
and not in an
artificial one
DEWEY
ROUSSEAU (classroom) PARKER
ADVANTAGES DISADVANTAGES
• Content not specific
• Students discover that
• It requires a longer time
learning is interesting
and fun. for students so it is
• Teachers have less difficult to achieve
traditional work to do curriculum targets.
• teachers and students • Specific nature of
work together to have a student demands, such
more interesting class as the nature likes to
• It can help to build social
work together.
skills and self-esteem
2. EXPERIENCE-CENTERED DESIGN
Curriculum
emphasize
LEARNER’S
self-
interests direction
creativity
TASK
TEACHER LEARNER
• To create a stimulating
• Essentially design their
learning environment
• in which students can
OWN LEARNING, they
explore CONSTRUCT AND REVISE
• come into direct contact their knowledge
with knowledge through:
• observe others’ learning • direct participation
and actions • Active observation
• To provide opportunities,
not to mandate certain
actions.
TASK
TEACHER LEARNER
• To create a stimulating
• Essentially design their
learning environment
• in which students can
OWN LEARNING, they
explore CONSTRUCT AND REVISE
• come into direct contact their knowledge
with knowledge through:
• observe others’ learning • direct participation
and actions • Active observation
• To provide opportunities,
not to mandate certain
actions.
The easy thing is to
seize upon something
in the nature of the
child, or upon
something in the
developed
consciousness of the
adult, insist upon that
as the key to the whole
problem.”
-Dewey, 1900
Dewey wanted EDUCATORS to:
• ANALYZE children’s experiences and see
how these experiences shaped children’s
knowledge.
• THINK of the child’s experience as fluid
and dynamic. Thus, the curriculum would
continually change to address students
needs
TEACHER who has design an experience-
centered curriculum has designed
potential experiences for students to
consider.
“Learning is Reflective.”
ROMANTIC/RADICAL DESIGNS
• School curricular designs, school
curricula, and administration of
school programs are PLANNED
AND MANIPULATED to reflect and
address the desires of those in
POWER
ROMANTIC/RADICAL DESIGNS
• Students must learn ways of engaging in a
critique of knowledge
• It is deeply flawed
– Curricula address and economic inequality and
injustice
– View standard curricula as imperialistic and
oppressive
– Radical educators are overtly political
CURRICULUM is used to control
and indoctrinate students rather
than educate and emancipate
• Emancipates the
• Threatens status
learner quo
• Curriculum is
manipulated
• It is political
4. HUMANISTIC DESIGN
Arthur Combs
Posed some questions:
• What kind of person achieves self-
realization?
• What goes into making such a person?
ABRAHAM MASLOW
KEY LEAD PERSONALITIES
Maslow’s Theory Rogers’ Theory
DISCIPLINE EXPERIENCE-
CENTERED DESIGN CORE DESIGN
DESIGN
PROCESS
DESIGN
PROBLEM
-
CENTERE
D DESIGN
PROBLEM-CENTERED DESIGN
Sustain life
Enhance Life
Aid in rearing children
Maintain the individual’s social
and political relations
Enhance leisure, tasks, feelings
3 ASSUMPTIONS
• PURPOSE:
– to engage students in critical
analysis of the local, national and
international community in order
to address humanity’s problems,
– Curriculum encourages industrial
and political changes
PROBLEM/RECONSTRUCTIONIST DESIGN
CORE DESIGN