CRA F T I N G

THE
CURRI C U L U M
 OBJECTIVES:
1.Identify curriculum
models and types,
2.Explain the principles
of curriculum design;
and
3. Determine the
approaches to
curriculum design
 TOPICS:
1.Curriculum Models and
Types
2.Principles and
Dimension of Curriculum
Design
3.Approaches to
Curriculum Design
CURRICU
LUM
MODELS TY P E
& S

LESS0N 1
 As a Teacher are you a,

Curriculum Curriculum Curriculum

Designer? Implementor? Evaluator?
 •As a teacher, one has to be a
curriculum designer, curriculum
implementor and a curriculum
evaluator.
 Curriculum
• The planned and guided 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 wilful growth in
the personal social competence. (Daniel Tanner,
1980)
 SUBJECT-
CENTERED
DESIGN MODEL
• Subject Design
• Discipline Design
• Correlation Design
• Broad Field Design/
Interdisciplinary
 Subject
Design
• The oldest and the
most familiar design
• Easy to deliver
• Learning is so
compartmentalized
 DISCIPLINE
•
DESIGN
Related to subject design
• Focuses on academic
discipline
• Learned through a method
which the scholars use to
study a specific content in
their fields
• Often used in college
 Correlation
Design
• This comes from the
core, correlated
curriculum design that
links separate subject
designs in order to
reduce fragmentation
 Broad field Design/
interdisciplinary
• Made to prevent
compartmentalization of
subject and integrate
the contents that are
related to each other
• Sometimes called holistic
curriculum
 Learner-
Centered Design
• Child- Centered design
• Experience- Centered
Design
• Humanistic Design
 Child- Centered
Design
• The curriculum design is anchored
on the needs and interests of the
child.
• Learner learns by doing
• Learners interact with the teachers
& environment
John Dewey, Rouseau, • Collaborative effort between
Pestalloz and Froebel teachers & students on planning
lessons
 Experienced-
Centered Design
• Experiences of the learners become
the starting point of the curriculum,
thus the school environment is left
open and free.
• Believes that the interests and
needs of learners cannot be pre-
planned
 Experienced-
Centered Design
• Time is flexible and children
are free to make options
• Activities revolve around
different emphasis such as
touching, imagining relating &
others
 HUMANISTIC
DESIGN
• The development of self
is the ultimate objective
of learning
• It stresses the whole
Abraham Maslow person and integration of
and Carl Rogers thinking, feeling and
doing.
 Problem- Centered Design

Draws on social problems, needs

and interest and abilities of the
learners

Two examples of problem-

centered design curriculum:
 Life- Situations Design
 Core Design
 a. Life- Situations Design

 it uses the past and present

experiences of the of
learners as a means to
analyze the basic areas of
living.
 the pressing immediate
problem of the society and
the students’ existing
concerns are utilized.
 b. Core Design
 it centers on the general
education and the
problem are based on the
common human
activities.
 the central focus of the
core design includes
common needs,
problems, concerned of
the learners.
 LET’s REVIEW OUR
CURRICULUM
•What do you think is/are the
curriculum model/s we are
following? Do you think it is
effective in addressing the needs of
the learners?
 Dimensions and
Principles of
Curriculum Design
LESSON 2
•Crafting a Curriculum follows
some designs. Curriculum
designers are objectives,
contents, activities and
evaluation.
 Dimensions of Curriculum Design
• Scope
• Sequence
• Continuity
• Integration
• Articulation
• Balance
 SCOPE
Defines all the content,
Dimensions of Curriculum
Design
topics, learning experiences
and organizing threads
comprising the educational
plan.
 SCOPE
Provides boundaries on curriculum
Dimensions of Curriculum as it applies to the different
Design educational levels.
It should include time, diversity and
maturity of the learners, complexity
of content, and level of education.
Dimensions of Curriculum
Design

SEQUENCE
 contents and experiences are
arranged in hierarchical manner,
where the basis can either be logic of
the subject or on the developmental
patterns of growth of the cognitive,
affective and psychomotor domains.
 Four Principles of
sequence

 1. Simple to Complex learning

› content and experiences are organized from
simple to complex, from concrete to abstract,
form easy to difficult.
2. Prerequisite learning
› it means that there are fundamental things
to be learned ahead.
› defines as all the content, topics, learning
experiences and organizing threads
comprising the educational plan.
 Four Principles of
sequence

3. Whole to part learning

› the meaning can very well be understood if
everything will be taken as a whole.

4. Chronological learning
› the order of events is made as a basis of
sequencing the content and the experiences.
This can be arranged from the most recent to
the distant past or vice versa.
 CONTINUITY
 this process enables learners strengthen
the permanency of learning and
Dimensions of Curriculum
development of skills. Gerome Bruner
Design
called this “spiral curriculum” where the
content is organized according to the
interrelationship between the structure of
the basis ideas of a major discipline.
 Integration
 “ Everything is integrated and
interconnected. Life is a series
Dimensions of Curriculum of emerging themes.”
Design  organization is drawn from the
world themes from real life
concerns.
 ARTICULATION
 Vertical Articulation
the contents are arranged from level to
level or grade to grade so that the content in
the lower level is connected to the next
Dimensions of Curriculum level.
Design  Horizontal Articulation
happens when the association is among
or between elements that happen at the
same time.
 BALANCE
equitable assignment of
Dimensions of Curriculum content, time, experiences and
Design
other elements to establish
balance is needed in curriculum
design.
 CURRICULUM
DEVELOPMENT MODELS
• These are based on a body of theory about
teaching and learning.
• These are targeted to needs & characteristics of
a particular group of learners.
• Outline approaches, methods, & procedures for
implementation.
CURRICULUM DEVELOPMENT
MODELS

Deductive Models:
1.Saylor, Alexander, and
Lewis’s
2.Tylers
Inductive Model
1. Taba’s Model
 The Tyler Model

The best or one of the best

known models for
curriculum development
with special attention to
planning phases is Ralph W.
Tyler’s in his classic little MODELS OF CURRICULUM
book, Basic Principles of DEVELOPMENT
Curriculum and Instruction.
TYLER:
Fundamental Questions in Developing Curriculum

 What educational purposes should the

school seek to attain?
 What educational experiences can be
provided that are likely to attain these
purposes?
 How can these educational experiences
be effectively organized?
 How can we determine whether and to
what extent these purposes are being
attained?
 OF
E LS UM
D UL
M RIC MENT
O
U R OP  Curriculum: “a plan for
C E L
V providing sets of learning
DE
opportunities for persons to
be educated.”

 Curriculum planners begin by

The Saylor, Alexander, and Lewis specifying the major
Model educational goals and specific
objectives they wish to be
accomplished.
 OF  Taba took what is known as a
E LS UM grass-roots approach to
D UL
M RIC MENT
O
curriculum development. She
U R OP
C E L believed that the curriculum
V
DE should be designed by the
teachers rather than handed
down by higher authority.
Further, she felt that teachers
should begin the process by
The Taba Model ( Inductive creating teaching-learning units
Curriculum) for their students in their schools
rather initially in creating a
general curriculum design.
 The Taba Model
Five- Step Sequence

1. Producing pilot units - linking theory

and practice
a.) Diagnosis of Needs
b.) Formulation of Objectives
c.) Selection of Content
d.) Organization of Content
e.) Selection of Learning Experiences
f.) Organization of Learning Activities
g.) Determination of what to evaluate
and of the ways and means of doing it
h.) Checking for Balance and Sequence
 The Taba Model
Five- Step Sequence

2. Testing Experimental
Units
3. Revising and
consolidating
4. Developing a Framework
5. Installing and
disseminating new units.
LESSON 3

Appro a c he s
to Curr i cu l u m
Design
1. WHO TEACHES? The Teacher
 Quality Education requires
quality teachers.
 They are ideal companions
of the learners.
2. Who do the The Learners
Teachers teach?
 The learners are at the center
stage in the educative process.
 They are the most important
factors in the learning
environment.
3. What do the Knowledge,
Teachers teach? Skills & Values
 To help the learners cope with rapid changes
to understand and to succeed in the new
work in the workplace, we must design a
curriculum oriented to tomorrow.”
 The learning episode influences the teaching-
learning process.
4. How do Teachers Strategies &
teach? Methods
 Teacher must use methodologies, approaches and
strategies “capped with compassionate and
winsome nature”.
 Teachers should select teaching methods, learning
activities and instructional materials or resources
appropriate to learners and aligned to objectives of
the lesson. appropriate
5. How much of the Performance
teaching was learned?
 Performance is a feature of a curriculum
that should be given emphasis.
 A good curriculum is one that results in
high or excellent performance.
6. With whom do we Community
teach? Partners
 Teachers must established relationship
with parents, NGO’s and their
takeholders.
 Partnership is a means and not an end to
be pursued
Appro a c he s
to Curr i cu l u m
Design
The common approaches to curriculum
design includes:

 Child or Learner-Centered Approach

 Subject-Centered Approach
 Problem-centered and human relation-
centered approach
 Child or Learner-Centered
Approach
 This approach to curriculum design is
based on the underlying philosophy
that the child is the center of the
educational process.
 Subject-Centered Approach
 The primary focus is the subject
matter.
 The emphasis is on bits and
pieces of information which are
detached from life.
 The subject matter serves as
means of identifying problems
in living.
 Problem-Centered Approach

o This approach is based on a

curriculum design which
assumes that in the process
of living, children experience
problems.
IDEA LE
 References
• https://www.slideshare.net/ChamiePapersty/approaches-to-curriculu
m-design-cd
• https://www.slideshare.net/lourise/approaches-to-curriculum-design-
10115318
• https://www.youtube.com/watch?v=uvTmXSImDfg&fbclid=IwAR1m_4
0egkWsZWf-1c1nO4q6MgUZaGrnVepvXwvHIWChQlcsqczyQeNATsw
• https://www.youtube.com/watch?v=vwTg1Y3lDBw&fbclid=IwAR1m_
40egkWsZWf-1c1nO4q6MgUZaGrnVepvXwvHIWChQlcsqczyQeNATsw
• https://www.slideshare.net/shayLAVAPIE/curriculum-devsheila?fbclid
=IwAR1m_40egkWsZWf-1c1nO4q6MgUZaGrnVepvXwvHIWChQlcsqcz
yQeNATsw
• https://prezi.com/8p3e0szbu2hu/module-ii-crafting-the-curriculum/?