Approaches to curriculum development
- 2. A Definition of Curriculum “Curriculum is a planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.” (Daniel Tanner, 1980)
- 4. 1. SUBJECT-CENTERED DESIGN • This model focuses on the content of the curriculum. • The subject-centered design corresponds mostly to the textbook written for the specific subject.
- 5. 1.1. SUBJECT DESIGN The drawback of this design is that sometimes learning is so compartmentalized. It stresses so much the content that it forgets about students’ natural tendencies, interest and experiences.
- 6. 1.2. discipline DESIGN Discipline refers to specific knowledge and through a method which the scholars use to study a specific content of their fields. “Be what you study.”
- 7. 1.3. 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 each subject maintains its identify.
- 8. 1.4. broad field design/disciplinary This design was made to prevent the compartmentalization of subjects and integrate the contents that are related to each other. Ex: Geography + Economics + Political Science + Anthropology + Sociology + History = SOCIAL STUDIES!
- 11. 2. learner-centered DESIGN • centered on certain aspects of the learners themselves. • may explore the learner’s own life or family history or local environment.
- 12. 2.1. child-centered DESIGN • It is anchored on the needs and interests of the child. •The learner is not considered as a passive individual but as one who engages with his/her environment. One learns by doing. Learners interact with the teachers and the environment.
- 13. 2.2. experience-centered DESIGN • Experiences of the learners become the starting point of the curriculum. • Thus the school environment is left open and free. • Learners are made to choose from various activities that the teacher provides. • The learners are empowered to shape their own learning from the different opportunities given by the teacher.
- 14. 2.3. experience-centered DESIGN The development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed in the curriculum. It stresses the development of positive self-concept and interpersonal skills.
- 17. 3. learner-centered DESIGN Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved.
- 18. 3.1. life-situation 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, tasks and feelings. • The connection of subject matter to real situations increases the relevance of the curriculum.
- 19. 3.2. core 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 the learners.
- 21. Assessment
- 22. Thank you!