Name: Mike Jhons B.

Sus
Title: Curriculum Design Models
Discussant: Ms. Zyra Glico
Time: 6:30pm-7:30pm
Professor: Mr. Salvador Pretista

A. Introduction

Curriculum design is a complex but systematic process. This lesson describes variety of models of
curriculum design in order to make this complex activity understandable and manageable. It is
important for a teacher to understand how the curriculum you are using in your school was
designed.

B. Content

Crafting a curriculum is like writing a lesson plan. It is like making something with the different
components, and putting them together in a very creative way. It is a task that all teachers
should know and understand, or better still, to know how to craft one.

Curriculum can be organized either horizontally or vertically

 Horizontal organization means, that the direction of the curriculum elements is

sideways.
 Vertical arrangement or sequence of curricular elements follow a vertical
design.

Curriculum design may also follow the following structures

1. Subject-Centered Design Model

This model focuses on the content of the curriculum. The subject – centered design
corresponds mostly to the textbook written for the specific subject.

 Henry Morrison and William Harris are the Curricularist who were firm
of believers of design.

 SUBJECT DESIGN
What subjects are you teaching?
What subjects are you taking?

These two samples questions to which the teacher and the learner can easily give an answer. It
is so because they are familiar with the subject design curriculum.
Subject Design curriculum is the oldest and so far the most familiar design for teachers, parents
and other laymen.
 DISCIPLINE DESIGN
 This curriculum models is related to the subject design. Discipline refers to specific
knowledge learned through a method which the scholar use to study a specific content
of their fields.

 CORRELATION DESIGN
 This comes from a core, correlated curriculum design that links separate subject design
in order to reduce fragmentation. Subjects are related to one another but each subject
maintains its identity.

 BROAD FIELD DESIGN/INTERDESCIPLINARY

 Broad field or interdisciplinary design is a variation of the subject centered design.

LEARNER – CENTERED DESIGN

 Among the progressive education psychologist, the learner is the center of the
educative process.

Example of the learner centered design

 CHILD – CENTERED DESIGN

This design is often attributed to the influence of John Dewey, Rouseu,
Pestallozi and Froebel. The curriculum design is anchored on the needs and
interests of the child.

 EXPERIENCE – CENTERED DESIGN

This design is similar to the child – centered design. Although the child remains
to be focus, experience – centered design believes that the interests and needs
of learners can be pre-planned.

 HUMANISTIC DESIGN
The key lead personalities in this curriculum design were Abraham Maslow and
Carl Rogers.
Maslow’s theory of self – actualization explains that the person who achieves
level is accepting of self, others and natures.

 PROBLEM – CENTERED DESIGN

 Generally, problem – centered design draws on social problems, needs, interest and
abilities of the learners.

Two examples are given for the problem – centered deign curriculum

 LIFE – SITUATION DESIGN

What makes the design unique is that the contents are organized in ways that
allow students to clearly view problems areas clearly.
  CORE DESIGN
It centers on general education and the problems are based on common human
activities.

Popularized by Faunce and Bossing in 1959, they presented ways on how to

proceed following a core design of a curriculum as follows.

1. The problem is selected by either the teacher or students.

2. A group consensus is made to identify the important problems interest of the class.
3. Problems are selected on the basis of develop criteria for selection.
4. The problem is clearly stated and identified
5. Areas of study are decided, including dividing the class individuals or group interest.
6. Needed information is listed and discussed.
7. Resources for obtaining information are listed and discussed.
8. Information obtained and organize.
9. Information is analyzed and interpreted.
10. Tentative conclusions are stated and tested.
11. A report is presented to the class on an individual or group basis.
12. Conclusion are evaluated.
13. New avenues of exploration toward further problem solving are examined.

C. Personal Insight

Teachers design each curriculum with specific educational purpose in mind. The ultimate goal is
to improve student learning, but there are other reason to employ curriculum design as well.
Curriculum design is a very important part of creating a contextually relevant and responsive
teaching and learning environment for both teachers and learners. The curriculum contains the
knowledge, skills and competencies that students need to master in order to move to the next
level in their studies and academic teachers who are tasked with teaching this curriculum
should, therefore, unsure that the curriculum is up to date, relevant, interesting and stimulating
for students.