Curriculum Designing

By: Rafael Jotojot Jr.

Introduction:

As a teacher, one has to be a

curriculum designer,
curriculum implementer and
curriculum evaluator . These
threefold functions are
embedded in the teaching
profession.
Types of Curriculum
Design Models

I. Subject – Centered Design

 Centered design corresponds

mostly on textbooks
 Focuses on the content of the
curriculum
 Aim for excellence in the subject
matter content
I. Subject – Centered Design

A. Subject Design

 Oldest and the most familiar

design for teachers, parents,
laymen and advocates.
 Easy to deliver
 Complementary books are written
& support instructional materials
are commercially available
I. Subject – Centered Design

B. Discipline Design

 Focuses on academic disciplines

 Learned through a method which
the scholars use to study a
specific content in their fields
 Often used in college
I. Subject – Centered Design

C. Correlation Design

 Links separate subjects designs

in order to reduce fragmentation
 Subjects are related to one
another but each maintains its
identity
I. Subject – Centered Design

D. Broad Field Design/ Interdisciplinary

 Prevent the compartmentalization of

subjects & integrate the contents that
are related to each other
 Sometimes called holistic curriculum

-Broad field design draws around

themes and integration
Types of Curriculum
Design Models

II. Learner – Centered Design

 Among the progressive

educational psychologists, the
learner is the center of the
educative process.
II. Learner – Centered Design

A. Child – centered design

 Anchored on the needs and interest

of the child
 Learner learns by doing
 Learners interact with the teachers
& environment
 Collaborative effort between
teachers & students on planning
lessons
II. Learner – Centered Design

B. Experience – centered design

 Believes that the interests and needs

of learners cannot be pre-planned
 Time is flexible and children are free
to make options
 Activities revolve around different
emphasis such as touching,
imagining, relating & others
II. Learner – Centered Design

C. Humanistic design

 Development of self is the ultimate

objective of learning
 It considers the cognitive, affective,
and psychomotor domains to be
interconnected and must be addressed
in the curriculum
Types of Curriculum
Design Models
III. Problem – Centered Design

 Draws on social problems, needs,

interest, and the abilities of the
learners
 Emphases on life situations,
contemporary life problems, areas of
living & many others
III. Problem – Centered Design

A. Life – situation design

 Pressing immediate problems of the

society and the students’ existing
concerns are utilized
 The connection of subject to real
situations increase the relevance of
the curriculum
III. Problem – Centered Design

B. Core – problem design

 Centers on general education and the

problems are based on human
activities
 Central focus includes common
needs, problems and concerns of the
learner
How will a particular
design be approached
by a teacher?
 Child or Learner – Centered
Approach
1. Acknowledge and respect the
fundamental rights of the child.
2. Make all activities revolve around the
overall development of the learner.
3. Consider the uniqueness of every
learner in a multicultural classroom.
4. Consider using differentiated instruction
or teaching.
5. Provide a motivating supportive
learning environment for all the learner.
Subject – Centered Approach

1. The primary focus is the subject

matter.
2. The emphasis is on bits and pieces of
information which may be detached
from life.
3. The subject matter serves as a means
of identifying problems of living.
4. Learning means accumulation of
content, or knowledge.
5. Teacher’s role is to dispense the
content.
 Problem – Centered Approach
1. The learners are capable of directing
and guiding themselves in resolving
problems, thus developing every learner
to be independent.
2. The learners are prepared to assume
their civic responsibilities through direct
participation in different activities.
3. The curriculum leads the learners in the
recognition of concerns and problems in
seeking solutions. Learners are problem
solvers themselves.
THE TEACHER
AS
CURRICULUM
DESIGNER
Fundamentals of
Curriculum Designing
1. Curriculum change is
inevitable, necessary and
desirable. - One of the
characteristics of curriculum is
its being dynamic. Societal
development and knowledge
revolution come so fast that the
need to address the changing
condition requires new
curriculum designs.
Fundamentals of
Curriculum Designing
2. Curriculum reflects as a product
of its time. - A relevant curriculum
should respond to changes brought
about by current social forces,
philosophical positions,
psychological principles, new
knowledge and educational
reforms. This is also called
timelines.
Fundamentals of
Curriculum Designing
3. Curriculum changes made earlier
can exist concurrently with newer
curriculum changes. - A revision in a
curriculum starts and ends slowly.
More often, curriculum is gradually
phased in and phased out thus the
change that occurs can coexist and
oftentimes overlaps for long periods
of time.
Fundamentals of
Curriculum Designing
4. Curriculum change depends on
people who will implement the
change. Teachers who will
implement the curriculum should
be involved in its development,
hence should know how to design a
curriculum. This will assure an
effective and long lasting change.
Fundamentals of
Curriculum Designing
5. Curriculum development is a
cooperative group activity. - Group
decisions in some aspects of curriculum
development are suggested.
Consultations with stakeholders when
possible will add to sense of ownership.
Any significant change in the
curriculum should involve a broad
range of stake holders to gain their
understanding, support and input.
Fundamentals of
Curriculum Designing
6. Curriculum development is a
decision-making process made from
choices of alternatives. - A
curriculum developer or designer
must decide what contents what
teach, philosophy or point of view to
support, how to provide
multicultural groups, what methods
or strategies and what type of
evaluation to use.
Fundamentals of
Curriculum Designing
7. Curriculum development is an
ongoing process. - Continuous
monitoring, examination,
evaluation and improvement of
curricula are to be considered in
the design of the curriculum.
Fundamentals of
Curriculum Designing
8. Curriculum development is more
effective if it is a comprehensive
process, rather than a
“piecemeal”. - A curriculum
design should be based on a
careful plan, intended outcomes
clearly established, support
resources and needed time
available and teaching staff
pedagogically equipped.
Fundamentals of
Curriculum Designing
9. Curriculum development is more
effective when it follows a
systematic process. - A curriculum
design is composed of desired
outcomes, subject matter content
complemented with references, set
of procedures, needed materials and
resources and evaluation procedure
which can be placed in a matrix.
Fundamentals of
Curriculum Designing
10. Curriculum development starts
from where the curriculum is. -
Curriculum planners and designers
should begin with existing
curriculum. An existing design is a
good starting point for any teacher
who plans to enhance and enrich a
curriculum.
As the coming
administrator we
have to answer this
following questions
to for us to plan in
changing our own
curriculum.
 What changed in the way we
manage and deliver learning?

 What changed in our structures

and relationships?

 What changed in our brand as a

school?
 MY CURRICULUM DESIGN
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