URDANETA CITY UNIVERSITY

College of Education
Curriculum Development

MODULE II
CRAFTING THE CURRICULUM
Lesson 1
CURRICULUM DESIGN MODELS

Reporter : Ruth N. Flores UESE 4

 I N T R O D U C T I O N

As a TEACHER, one has to be

a:
curriculum designer
curriculum implementer
curriculum evaluator
 ORGANIZATION OF CURRICULUM

HORIZONTAL VERTICAL

the sequence of the

the direction of the curriculum
curriculum elements follow
elements is sideways.
a vertical design
 HORIZON TAL ARRANGEMENT
Ex. #1

EX. #2

INTERELATE
 VERTICAL ARRANGEMENT
SAMPLE 1

SAMPLE 2
 SUBJECT-CENTERED DESIGN MODEL
This model focuses on the content of the curriculum. The subject
centered design corresponds mostly of the textbook, written for
the specific subject.
Henry Morrison and William Harris are the few curricularist
who were firm believers of this design. In this instance, schools
divide the school hours to different subjects such as reading,
grammar, literature, mathematics, science, history and
geography. In the Philippines, our curricula in any level is also
divided in different subjects or course. Most of schools using this
kind of structure aim for excellence in the subject matter content.
Examples of Subject-centered
Design

SUBJECT DESIGN
oldest and so far the most familiar design for teachers,
parents and laymen.

Advantages
Easy to deliver
Complimentary books are
written
Support instructional materials
are commercially available
Teachers are familiar with the
format
Disadvantages
Learning is compartmentalized
Stresses so much the content
that it forgets the students
natural tendencies, interests and
experiences
 DISCIPLINE DESIGN
Focuses on academic disciplines
DISCIPLINE refers to specific knowledge learned through a method
which the scholars use to study a specific content of their field.
 Often use in college, but not in elementary or secondary levels
 The discipline design engages the students so they can
analyze the curriculum and draw conclusions. It helps
students to master the content area and in turn increase
independent learning.
According to Bruner, the discipline design clarifies the
relationship between beginning knowledge and advanced
knowledge. This will allow the students to gain meaning
and advance through the content.
 CORRELATION DESIGN
Comes from 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 identity.
BROAD FIELD DESIGN/INTERDISCIPLINARY

A variation of the subject-centered design

This design was made to prevent the

compartmentalization of subjects and
integrate the contents that are related to
each other
EXAMPLE
S
LEARNER-CENTERED DESIGN

Learner is the
center of the
educative process
Examples of Learner-centered
Design

CHILD-CENTERED DESIGN
Features:
One
learns by
doing
Anchored on Learner
the needs and engages
interests of with his/her
the child Child- environment
centered
Design
 This design is often attributed to the
influence of ;

JOHN DEWEY ROUSSEAU PESTALLOZI FROEBEL

 EXPERIENCE-CENTERED DESIGN
similar to child-centered
believes that the interest and needs of learners cannot be
preplanned. Instead, experience of the learners become the
starting point of the curriculum
learners are made to choose from various activities
that the teacher provides.
learners are empowered to shape their own
learning
FEATURES : different learning centers are found
time is flexible
children are free to make options
activities revolve around different emphasis such as
touching, feeling imagining, constructing relating
and others.
 HUMANISTIC DESIGN
Development of self is the ultimate objective of
learning

It considers the cognitive, affective and psychomotor

domain to be interconnected

It stresses the development of positive self-concept

and interpersonal skills
 Key lead personalities

Abraham Maslow Carl Rogers

 Maslows Theory Rogers Theory

A person who achieves the Believed that a person can

level of self actualization is: enhance self-directed learning
Accepting of self, others and by improving self understanding
nature and basic attitudes to guide
Simple, spontaneous and behavior
natural
Open to different experiences
Possesses empathy and
sympathy towards the less
fortunate
 PROBLEM-CENTERED DESIGN

Problem-centered curriculum, or problem

based learning, organizes subject matter
around a problem, real or hypothetical, that
needs to be solved.

Problem-centered curriculum is inherently

engaging and authentic, because the students
have a real purpose to their inquiry - solving
the problem. Problem-Centered Curriculum
 Types of problems to be explored may
include:
Life situations involving real problems of
practice
Problems that revolve around life at a
given school
Problems selected from local issues
Philosophical or moral problems
Problem-Centered Curriculum.
Examples of Learner-centered
Design

Life Situations Design

What makes this design unique?
Contents are organized in ways
that allow students to view
problem areas clearly.

It Uses The Learners

Past and Present Experiences
Herbert Spencer
His emphases were activities that:

Sustain life
Enhance Life
Aid in rearing children
Maintain the individuals social and political
relations
Enhance leisure, tasks, feelings
 Core Design
Itcenters 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.
Faunce and Bossing presented ways on how to proceed
following a core design of a curriculum as follows.
1. The problem is selected either the teachers or a
students.
2. A group consensus is made to identify the important
problems and interest of a class.
3. Problem are selected on the basis of develop criteria
for selection.
4. The problem is clearly stated and design.
5. Areas of study are decided, including dividing a class
by individual or group interest
6. Needed information is needed and discussed.
7. Resources for obtaining information are listed
and discussed.
8. Information is obtained and organized.
9. Information is analyzed and interpreted.
10. Tentative conclusion are stated and tested.
11.A report is presented on the class on an individual
or a group basis.
12.Conclusion are evaluated.
13. new avenues of exploration toward further
problem solving are examined.
End