7/29/2019 Report on Approaches to Curriculum Design

1/17

IV. TYPES & PATTERNS

OF CURRICULUMDESIGN

Elsa M. Magtibay

17 April 2012

7/29/2019 Report on Approaches to Curriculum Design

2/17

REPORT OUTLINE

I. INTRODUCTION

II. SUBJECT CENTERED CURRICULUM

Separate-Subject Correlated

Broad-Field

Core

III. RELEVANCE TO PHILIPPINE

CONDITIONS

7/29/2019 Report on Approaches to Curriculum Design

3/17

INTRODUCTION

What is design? Why do we put a design

to things?

Is it necessary to design a curriculum?Why or why not?

What do you think is achieved by doing

so?

7/29/2019 Report on Approaches to Curriculum Design

4/17

INTRODUCTION

RATIONALE of CURRICULUM DESIGN

Efficiency in organizing learning content

Efficiency in organizing process elements oflearning

CURRICULUM ORGANIZATION

Horizontal Organization

Vertical Organization

SUBJECT CENTERED

Experience Centered

7/29/2019 Report on Approaches to Curriculum Design

5/17

SUBJECT-CENTERED

CURRICULUM

Focus is content, corresponds mostly to the

textbook

Organized on the basis ofseparateanddistinctsubjects

School hours are divided to different

subjects

Aim of this structure is excellence in the

subject matter content

7/29/2019 Report on Approaches to Curriculum Design

6/17

SUBJECT-CENTERED

CURRICULUM

STRENGTHS

1. Highly organized and clear

2. Clearly definable goals vis--vis contentacquisition

3. Security for teachers who have the

assurance of having discharged theirobligation

7/29/2019 Report on Approaches to Curriculum Design

7/17

SUBJECT-CENTERED

CURRICULUM

WEAKNESSES1. COMPARTMENTALIZED

each subject is developed as an entity with little or no relation

to other subjects or to the developmental needs of children2. END-GOAL IS THE ACQUISITION OF K & S

with little emphasis upon their use and value in helping createa better life for themselves

Learning in school is unrelated to life needs3. LESS DEMANDING PROFESSIONAL QUALIFICATION

imparting a prescribed body of subject matter and skills requirefar less teacher preparation for the job than other curriculumdesigns

7/29/2019 Report on Approaches to Curriculum Design

8/17

SUBJECT-CENTERED

CURRICULUM

1. SEPARATE-SUBJECT CURRICULUM

Organizing curriculum elements according to

narrow-subject divisions

Greece and Rome: 7 liberal arts

Trivium grammar, rhetoric and dialectic, logic

Quadrivium arithmetic, geography, astronomy, music

Extreme form: each knowledge area islearned in isolation from other fields, including

those to which it has close affinity

7/29/2019 Report on Approaches to Curriculum Design

9/17

SUBJECT-CENTERED

CURRICULUM

1. SEPARATE-SUBJECT CURRICULUM

STRENGHTS

1. Easy to deliver

2. Complementary books are written

3. Instructional materials are available

4. Teachers are familiar with the format

7/29/2019 Report on Approaches to Curriculum Design

10/17

SUBJECT-CENTERED

CURRICULUM

1. SEPARATE-SUBJECT CURRICULUM

WEAKNESSES

1. Emphasizes bits and pieces of informationdetached from life

2. Encourages bookish teaching

3. Student responses: Memorization without understanding

Unquestioning acceptance of information

7/29/2019 Report on Approaches to Curriculum Design

11/17

SUBJECT-CENTERED

CURRICULUM

2. CORRELATED CURRICULUM

Links separate subject designs in order toreduce extreme fractionalization

Subjects are related to one another but eachsubject maintains its identity

Looks for ways in which subjects can becorrelated in teaching

Looks for similarities in different subject areas Sequence is planned so that similar aspects of

different subjects are studied at the same time

7/29/2019 Report on Approaches to Curriculum Design

12/17

SUBJECT-CENTERED

CURRICULUM

2. CORRELATED CURRICULUM

STRENGTH

Forces teachers from different fields to work

together

Improves relevance of subject content to real

life situationsImproves learning

7/29/2019 Report on Approaches to Curriculum Design

13/17

SUBJECT-CENTERED

CURRICULUM

3. BROAD FIELD/INTERDISCIPLINARY

CURRICULUM

Lessons from several specified areas areoffered in ONE GENERAL COURSE to

facilitate the integration and more functional

organization of subject matter

Represents an effort to break away from

departmentalization

7/29/2019 Report on Approaches to Curriculum Design

14/17

SUBJECT-CENTERED

CURRICULUM

3. BROADFIELD CURRICULUM

SOCIAL STUDIES geography, history, civics,community problems, Filipino family customs and

traditions HEALTH & SCIENCE personal hygiene,

community health, conservation, safety education,ecology

LANGUAGE ARTS language, spelling, reading,phonics, writing skills

INTRODUCTORY/GENERAL COURSESGeneral Psychology

7/29/2019 Report on Approaches to Curriculum Design

15/17

SUBJECT-CENTERED

CURRICULUM

4. CORE CURRICULUM

Core refers to a variety of meaning, ranging from

prescribed subjects which must be taken by all

students

Prescribes COMMON LEARNING in social

integration ofALL STUDENTS

Seeks to gear learning to living, therebyenhancing the integration of different experiences

Subscribes to the idea of the universal man

without necessarily denying individual differences

7/29/2019 Report on Approaches to Curriculum Design

16/17

RELEVANCE TO PHILIPPINE

CONDITIONS

WHAT DO YOU THINK IS BEING

IMPLEMENTED IN THE PHILIPPINES?

WHICH ENHANCES LEARNING THE MOST?

WHICH ENHANCES LEARNING THE LEAST?

7/29/2019 Report on Approaches to Curriculum Design

17/17

REFERENCES

CURRICULUM DEVELOPMENT

Purita P. Bilbao, Tomasa C. Iringan, Rodrigo B.Javier, and Paz I. Lucido

FOUNDATIONS OF CURRICULUM DEVELOPMENTAND MANAGEMENT

Prisciliano T. Bauzon

CURRICULUM DEVELOPMENT: THEORY ANDPRACTICE

Tanner and Tanner