J. Subject — Centered! Des Ao Subject: Desi > Oldest and the most far design for teachers, pa laymen and advocates. i = Easy to deliver - Complementary books are w & support instructional mat are commercially available J. Subject — Centered Dee B. Discipline Desi ~ Focuses on academic discip! * Learned through a method the scholars use to stud specific content in their field - Often used in collegeJ, Subject — Centered Des c. Correlation Design *Links separate subjects de in order to reduce fragmenta *Subjects are related to another but each maintain identity 1. Subject — Centerecl Dee D. Broad Field Design’ Interdis: ‘ipli * Prevent the compartmentalizati subjects & integrate the content are related to each other * Sometimes called | currici -Broad field design draws arou themes and integrationTypes of Curriculum Design Models Il. Learner — Centered Desi; » Among the progre educational psychologists. learner is the center educative process. Learner=— Centered Desig Child — centered design * Anchored on the needs and ir of the child > Learner learns by doing » Learners interact with the teack environment » Collaborative effort between te: & students on planning lessonsi, Learner — Gentered Desi B. Experience — centered desi > Believes that the interests and n of learners cannot be pre-planned » Time is flexible and children are to make options * Activities revolve around diffi emphasis such as touching. imagi: relating & others dl. Learner = Centered Design cc. Hum: ign > Development of self is the ultimat abjective of learnin; > Itconsiders the cognitive, affectiv and psychomotor domains to be interconnected and must be addre: in the curriculumDesign Models Il]. Problem — Centered Design > Draws on social problems, needs interest, and the abilities of the learners > Emphases on life situations. contemporary life problems, area living & many others JM. Problem — Centered Desi ing immediate problems o society and the students’ existin concerns are utilized > ‘The connection of subject to re: situations increase the relevance: the curriculumNL Problem — Centered Desig B. Core — problem design > Centers on general education and problems are based on human activities > Central focus includes common needs, problems and concerns oft learner How will a particul design be approach by a teacher?Child or Learner — Center: Approach | Acknowledge and respect fundamental rights of the child. Make all activities revolve around overall development of the learner. Consider the uniqueness of ev learner ina multicultural classrooms. Consider using differentiated instruct or teaching. Provide a motivating suppor learning environment for all the learr Sulbjest— Centered Appradeh The primary focus is the sub matter The emphas on bits and piece: information which may be detac from life The subject matter serves as a me of identifying problems of living. Learning means accumulation content, or knowledge. Teacher's role is to dispense content,Problem — Cantered Approat . The leamers are capable of dire and guiding themselves in reso problems, thus developing every le to be independent. The learners are prepared to as: their civic responsibilities thr Zo direct participation in diff activities The curriculum leads the learners i recognition of concems and probler seeking solutions. Learners are pro solvers themselves. Aoplicaiion Activity: “Refleet an Me” Instruction Pick one statement and reflect ¢ What do you think and feel about it? Diseuss your opinion with your group and after 5 minutes Tepresentative from your group share your answer to the clas