Curriculum Design Models

By: Markconi F. Taroma, Ph.D

Curriculum Design Models
Crafting a curriculum is like
writing a lesson plan.
Its a task that all teachers should
know, and understand, or better
still, to know how to craft one.
 10 Axioms for Curriculum
Designers (Peter Oliva)
 1. Curriculum is inevitable, necessary, and desirable.
 2. Curriculum reflects as a product of its time.
 3. Curriculum changes made earlier can exist
concurrently with newer curriculum changes.
 4. Curriculum change depends on people who will
implement the change.
 5. Curriculum development is a cooperative group
activity.
 10 Axioms for Curriculum
Designers (Peter Oliva)
 6. Curriculum development is a decision-making
process from choices of alternatives.
 7. Curriculum development is an ongoing processes
 8. Curriculum development is more effective is it is
comprehensive process, rather than a “piece meal”.
 9. Curriculum development is more effective when it
follows a systematic process
 10. Curriculum development starts from where the
curriculum is.
 Elements or Components of
Curricular Design
 1. Behavioral Objectives or Intended Learning
Outcomes
 2. Content/Subject Matter
 3. References
 4. Teaching and Learning Methods
 5. Assessment and Evaluation
Curriculum Design Models
 Recall on the components of the
curriculum:
a. Goals, aims objectives
b. Learning Contents
c. Curriculum/Leaning Experiences
d. Curriculum Evaluation
 Recall on the parts of the lesson plan
1. Subject-centered Design
 Subject-centered design model
 It focuses on the content of the curriculum
 Henry Morrison and William Harris are the
few of the many believers of this design
 Most of the school using this kind os
structure aim for excellence in the subject
matter content
The K to 12 Curriculum
Learning Areas Grade 3
Language Arts
Filipino
English
Mother-Tongue
Science
Mathematics
AP
EPP
TLE
MAPEH
EsP
 Examples of Subject-centered
Curriculum Design
 A. Subject Design
 It is the oldest and so far the most familiar design for
teachers, parents and laymen.
 This design has an advantage because it is easy to
deliver
 The drawback of this design-learning is so
compartmentalized
 It stresses so much on contents without considering
others
B. Discipline Design
It refers to specific knowledge
learned through a method which
scholars use to study a specific
contents of their fields.
It is often used in college, but not
in elementary or secondary.
C. Correlation Design
 This comes from a core, correlated
curriculum design that links separate
subject designs in order to reduce
fragmentation.
 Subjects related to one another but
maintains its identity.
 Examples: In English, Math and
History
D. Broad Field
Design/Interdisciplinary
 Its a variation of the suject centered
designs.
 It is made to prevent the
compartmentalization of the subject
and integrate the contents that are
related to one another.
 It is sometimes called holistic
curriculum.
2. Learner-centred Design
The learner is the center of the
educative process.
The emphasis is very strong in
elementary, hwever more concern
have been placed on the secondary
and even tertiary level.
Examples of Learner-Centered Design:
A. Child-centred Design
 It is often attributed to Dewey, Rosseau,
Pestallozi and Frobel
 It is anchored on the needs and interests of the
child.
 Learners actively create, construct meanings
and understanding as viwed by contructivists.
B. Experience-centered Design
 The child remains to be the focus but
the interests and needs of learners
cannot be pre-planned.
 Experiences of the learners must be the
starting point of the curriculum.
 The environment must be left open and
free.
C. Humanistic Design
The development of self is the
ultimate objective of learning.
It stresses the whole person and the
integration of the thinking, feeling
and and doing.
Abraham Maslow and Carl Rogers
are the lead personalities.
3. Problem Centered Design
 Problem-Centered Design. This design
draws on social problems, needs and
interest and abilities of the learners.
Various problems are given emphases.
There are those that center on life
situations, contemporary life problems,
areas of living and many others.
Examples of Problem-Centered Design
 A. Life-Situation Design. In this design, the
contents are organized in many ways that
allows students to clearly view problem
areas clearly. 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 students
existing concerns are utilized.
Examples of Problem-Centered Design
 B. Core Design. This design centers on
general education and the problems are
based on common human activities.
The central focus of the core design
includes common needs, problems and
concerns of the learners.
Dimensions of Curriculum Designs
 1. Scope. It is define as the content, topics, learning
experiences and organizing threads comprising the
educational plan.
 2. Sequence. It refers to the vertical relationship
among the elements of the curriculum. Contents and
experiences are arranged in hierarchical manner.
 3. Continuity. It refers to the vertical repetition and
recurring appearances of the content provide
continuity in the curriculum. This process enables the
learner to strengthen permanency of learning and
development of skills.
Dimensions of Curriculum Designs
 4. Integration. “Everything is integrated and
interconnected. Life is a series of emerging themes”.
This is the essence of integration in the curriculum
design. Organization is drawn from the world themes
from real life concerns.
 5. Articulation. This can be done either vertically and
horizontally. In vertical articulation, contents are
arranged from level to level or grade to grade so that
the content in a lower level is connected to the next
level.
 Ready for an activity?
 Direction: The facilitator will provide you a copy of the
lesson plan. Examine closely the lesson plan provided
and perform the task below.