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A Definition of Curriculum(Daniel Tanner, 1980)

The planned and guided learningexperiences and intended learning outcomes,formulated through the systematic reconstructionof knowledge and experiences, under theauspices of the school, for the learnerscontinuous and willful growth in personal socialcompetence.

Trends in Education Curriculum Planning & Design:FLEXNER TO HARDEN

Flexner (1911) Harden (1984): SPICES model

Teacher-centred Student-centredKnowledge giving Problem-basedDiscipline led IntegratedHospital oriented Community orientedStandard programme Electives (+ core)Opportunistic Systematic(apprenticeship)

SUBJECT-CENTERED

Design Model

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Subject-Centered Curriculum

This model focuses on the content of thecurriculum.

The subject centered design correspondsmostly to the textbook written for thespecific subject.

Subject-Centered CurriculumThe subject-centered curriculum can be focusedon

traditional areas in the traditional disciplines interdisciplinary topics that touch on a widevariety of fields

on processes such as problem solving on the goal of teaching students to be criticalconsumers of information.

Subject-Centered CurriculumA curriculum can also be organized around asubject center by focusing on certain processes,strategies, or life-skills, such as problem solving,decision making, or teamwork.

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In the Philippines, our curricula in anylevel is also divided in different subjectsor courses. Most of the schools usingthis kind of structure aim for excellencein the subject matter content.

Subject-Centered Curriculum

Examples of Subject-centered curriculum:

1. Subject DesignThe drawback of his design is that sometimes learning is socompartmentalized.It stresses so much the content that it forgets about studentsnatural tendencies, interest and experiences.

2. Discipline DesignDiscipline refers to specific knowledge and through a method which thescholars use to study a specific content of their fields.

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This comes from a core, correlated curriculum design that links separatesubject designs in order to reduce fragmentation. Subjects are related toone another but each subject a maintains its identify.

3. Correlation Design

Examples of subject-centered curriculum:

4. Broad field design/interdisciplinaryThis design was made to prevent the compartmentalization ofsubjects and integrate the contents that are related to each other.

Students in history should learn the subject matter likehistorians, students in biology should learn howbiologist learn, and so with students in mathematicsshould learn how mathematicians learn.

The discipline design model of curriculum is oftenused in college

Discipline becomes the degree program.

Examples of Subject-centered curriculum:

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Reflection: Lets review the following:

Basic Education Curriculum (BEC) Secondary Education Development Program (SEDP) College Algebra syllabus

What curriculum design(s) do you find? Do your schools support the subject centered curriculum?

Learner-Centered Curriculumcentered on certain aspects of the learnersthemselves.

may explore the learners own life or familyhistory or local environment.

1. Child-centered design(John Dewey, Rouseau, Pestallozi and Froebel )

It is anchored on the needs and interests of the child.

The learner is not considered as a passive individual but as onewho engages with his/her environment. One learns by doing.Learners interact with the teachers and the environment.

Learner-Centered Curriculum

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2. Experience-Centered design

Experiences of the learners become the starting point of thecurriculum.

Thus the school environment is left open and free.

Learners are made to choose from various activities that the teacherprovides.

The learners are empowered to shape their own learning from thedifferent opportunities given by the teacher.

Learner-Centered Curriculum

3. Humanistic design -Abraham Maslow and Carl Rogers.MaslowThe development of self is the ultimate objective ofleaning. It stresses the whole person and the integrationof thinking, feeling and doing. It considers the cognitive,affective and psychomotor domains to be interconnectedand must be addressed in the curriculum. It stresses thedevelopment of positive self-concept and interpersonalskills.

Learner-Centered Curriculum

Advantages: It gives power to the learners: they areidentified as the experts in knowing whatthey need to know.

The constructivist element of this approachhonors the social and cultural context of thelearner.

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Advantages: It creates a direct link between in-class workand learners' need for literacy outside theclassroom.

As a result, learners can more easily transfer new skills to day-to-day use (Purcell-Gates, et al., 2001). The immediacy of thistransfer of skills at home, at work, and in communities alsoencourages learner persistence.

Disadvantages: It often relies on the teacher's ability to create or select

materials appropriate to learners' expressed needs.This requires skill on the part of the teacher, as well as timeand resources: at a minimum, texts brought in from real life, awide pool of commercially available materials from which todraw, and a reliable photocopier. Given the reality of teachers'professional preparation and working conditions (Smith, et al.,2001), lack of skill, time and resources makes creatingcurriculum with this approach difficult.

Disadvantages:

Teachers may also find it difficult to strike anacceptable balance among the competingneeds and interests of students.

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Teaching CenteredFocuses on whatthe teacher doesand theprogram needs.

Teacher-Centered Learner-CenteredFocus is on instructor Focus is on both students and instructorFocus is on language forms and structures(what the instructor knows about thelanguage)

Focus is on language use in typical situations(how students will use the language)

Instructor talks; students listen Instructor models; students interact withinstructor and one another

Students work alone Students work in pairs, in groups, or alonedepending on the purpose of the activity

Instructor monitors and corrects every studentutterance

Students talk without constant instructormonitoring; instructor providesfeedback/correction when questions arise

Instructor answers students questions aboutlanguage

Students answer each others questions, usinginstructor as an information resource

Instructor chooses topics Students have some choice of topicsInstructor evaluates student learning Students evaluate their own learning;

instructor also evaluatesClassroom is quiet Classroom is often noisy and busy

STUDENT-CENTERED(Learner-Centered Approach)

Design Model

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Student-centered

Classrooms

Curriculum Design and Reform A Process of TransitionInstitutions in education are currently undergoing significantcurricular reform, not just in Malaysia but around the world

Reasons?Social and economic challenges, shift from teacher centered to

learner centered approach, external reviews, government pressure,educational technologies, internationalization, others?

Learner-Centered Approach to Curriculum Design

Curriculum that gives learners:

Knowledge, skills and attitudes that are assessable, transferableand relevant to their lives as workers and citizens

A Learner-Centered Approach places emphasis on:

Learning communities, curriculum integration and clearly definedlearning outcomes

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Defining Student-Centred Learning Brandes & Ginnis (1986:12)

with student-centred learning, students are responsiblefor planning the curriculum or at least they participate inthe choosingthe individual is 100% responsible for hisown behaviour, participation and learning

SCL also known as flexible learning independent learning open/distance learning participative learning self-managed learning

The tendency toseek personalinterest isinherent in everyindividual. Forinstance, you willlook out foryourself first in agroup picture.

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Differences between SCL & TraditionalLearning

TRADITIONAL STUDENT-CENTRED Tutors seen as fountains of all

knowledge Tutor's seen as having facilitator

role Students adopt passive role Students adopt active role Tutor led Student led Student taught to set syllabus Negotiated curriculum Fixed semesters/terms Flexible study pattern Learning restricted to classroom Learning not restricted to

classroom: time, pace, place Set classes each week Group learning via action learning Didactic Utilise range of teaching methods

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Benefits of Student-Centred Learning

Students can work alone or in small groups, on and off campus have access to range of learning resources other than thetutor

can take exams at own convenience can enrol at flexible times of the year take ownership of their learning; become reflectivelearners and be empowered

are more motivated and committed towards learningbecause they become partners in the learning process

can work and learn in partnershipSource: McLean (1997) & Educational Initiative Centre (2004))

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Benefits of Student-Centred Learning

Tutors act as facilitators, guides,

mentors work in teams and draw on the

help from technicians, librarians,etc

are able to work with students todetermine teaching and learningstrategies

develop students ability tobecome a researcher, accessingmultiple sources of information

Institutions able to attract non-traditional

students & students fromdiverse backgrounds

widen HE participation into thecommunity

more bums on seats!!! opportunity to improve

bottom line performance gain international reputation tutor time can be freed up to

spend on research andattracting research funding

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Assumptions

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Effective instruction has a positive effect on studentlearning.

The characteristics of effective instruction are co-dependent. They are integrated with each other anddependent on significant content.

The work around the characteristics of effectiveinstruction is best done collaboratively.

Although many educators engage in variousattributes of the characteristics of effectiveinstruction, they must do so on a consistent basisand reach all students.

Student-centered classroom1. Construction of learning2. Metacognition3. Teacher/student partnership in learning4. Collaborative learning5. Meaningful assessment in real-world contexts

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Benefits of a Learner-Centered Approach to CurriculumDesign1. Informed learners - what they can expect to achieve from a program so they can organize time and efforts.2. Helps to determine the extent to which learning has beenaccomplished.3. Helps Curriculum committees determine programs of study andcourse offerings within resource constraints.4. Communicates curriculum/program goals to a broader community.5. Informs faculty when they are designing objectives, content, deliveryand assessment strategies.

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Central Concepts Outcomes based Current, relevant Employability Variety of teachingtechniques Student-centred Team & individuallearning Learningcommunities

Needs Assessment Advisory Committee Employment Trends Data Job Descriptions National Standards Focus of Assessment

Other Considerations Existing coursematerial? Time allotment (hoursper week) Defining the Learner Faculty expertise Curriculum committee

Program Learning Outcomes with Indicators of Learning

Knowledge and Skill ProfileDACUM

Strategy of Teaching Processand Who is the learner?

Learning Strategies (Teaching)

Light House

Thank you ^_^