Name: Anisa Ejaz

Assignment no: 01
Subject: Curriculum Design
Submitted to: Dr Sohaib sultan
Date: 4 December 2018
 Subject centered curriculum design 2018

Curriculum refers to the means and resources with which students will work together
for the reason of achieving acknowledged educational outcomes. “Expert says curriculum
is a very general concept which involves reflection of the whole difficult philosophical,
social and managerial factor which contributes to the setting up of an learning curriculum”
(Allen 1984).

Subject centered curriculum focus on the at ease of the curriculum. The teaching in the
subject-centered curriculum corresponds to the textbook printed in particular for the
subject. It is on processes such as problem solving. It is on the goal of teaching students
to be critical consumers of information. Subject-centered curriculum remains the most
common type of program institute in most states and in most narrow school districts
today. In subject-centered curricula, the subject matter itself serves as the organizing
arrangement for what is studied and how it is studied. In its purest form, the curriculum
for each subject-area is planned by subject-matter experts and is wished-for to be studied
(Larry D. Burton).

Subject-centered curriculum plan revolves around a particular subject matter or discipline.

For example, a subject-centered curriculum may focus on math or biology. This type of
curriculum design tends to focus on the subject rather than the individual. It is the most
common type of curriculum used in K-12 public schools in states and restricted districts
in the United States.

Subject-centered learning
subject-centered knowledge from the work of Palmer (1998), who places at the centre of
teaching the associations between the three ‘beings’ caught up the teachers, the learners,
and the subject. Palmer’s (1998) notion of the subject as ‘a being’ changes the way that
learning is framed, because it is both multi-relational and celebrates the most important
connection as with the subject. The difference between subject-centered learning and
learning of a subject is the difference that ‘The subject centered classroom is
characterized by the information that the third thing has a occurrence so real, so vibrant,
so verbal, that it can take hold of teacher and students equally responsible for what they
say and do (Palmer, 1998: 117).

Subject-centered learning in our teaching practice

In any teaching practice there are assumptions about learning theories. To be aware of what it
might mean to 'teach' effectively, it is essential to first know what learning entails. To welcome
the subject into the class and to allocate us all - subject, students and teachers - to discuss jointly,
takes time. Relational learning cannot be quick we cannot press a button to upload
information and call it learning. Bell and Lane (1998: 632).
 Subject centered curriculum design 2018

Knowledge cannot be transmitted so teachers must make learning possible and students
must learn. The teacher must offer up the suggestion of transmitting knowledge by
lecturing or by prescribing books to be learnt. talkative ways of learning make education
a cooperative task for teachers and students. (Hagström, 2012)

Other higher education authors have completed related comments. For example, Bryk et
al. (2010:88) recommended that teachers are in a cooperative social enterprise with their
students. Ashworth (2004) stated that 'learning is best measured participatory', where 'the
learner is mostly an inquirer' (p147), and that this come up to education acknowledges
the 'common cause' (p154) shared by the learner and teacher.

Subject to be taught

Topic area within the

Definition of subject to be covered Identification of
importance accompanying intellectual
generalization and discipline
understanding to teach

Determination of
objectives

Deciding upon
learning experiences
relevant to mastering
the content

Evaluating the extent

of mastery of what
was taught
 Subject centered curriculum design 2018

Examples of Subject-centered curriculum

1. Subject Design
 Stresses completely on the content
 Learning is very compartmentalized
 Does not account for learner interest, experiences and tendencies
2. Discipline Design
 Knowledge gained through a method which the scholars
 Use to study specific content of their fields
 Only the In-depth study of particular areas takes place
3. Correlation Design
 It links split subject designs to reduce breakup
 Subjects are related to one another but also maintain Individual identities
4. Broad field design/ interdisciplinary
 Prevents compartmentalization of subjects
 Integrates the contents which are related to each other

Advantages of subject-centered curriculum

 It is reasonable and essential to decide least values of act and success for the
information particular in the subject area.
 Almost all textbooks and carry resources nearby on the educational market are
ordered on subject-by-subject format.
 The subject centered curriculum is better understood by teachers because their
training was based on this technique as interest.
 The advocates of the subject-centered plan have argued that intellectual powers of
individual learners can be developed through this approach.

Disadvantages of subject-centered curriculum

 Separation is the subject

 Lack of incorporation
 inactive learning
 System of authority
 Subject centered curriculum design 2018

Learner-centered Design

Learner-centered curriculum design revolves around the learner. It takes each individual's
needs, interests and goals into thought. In other words, it acknowledges that students are
not uniform and should not be subjected to a identical set of courses. This type of
curriculum design is meant to authorize learners and allow them to shape their education
through choices. This can  motivate students  and help them stay busy in the material that
they are learning. 

The idea of  scaffolds  is central to learner-centered design. In order to support learners

optimally, software should be designed with scaffolds that will support the learners as
they need it. Examples of scaffolds in software are hints, explanation and encouragement
to help learners understand a process, and questions to help learners reflect on what they
are learning.

In focusing on learner-centered design, four elements must be addressed in designing the

software. They are:

1. Context: The goal, purpose, and audience of the software

2. Interface: The front end and/or aesthetics of the software that learners interact with
3. Tasks: What the learners will do in the software
4. Tools: What is needed in the software to support the tasks that students will do
these can include scaffolds.

Designing software from a LCD perspective keeps the learner in mind and, if done well,
provides an effective and meaningful learning experience

Examples of learner-centered curriculum

1. Child-centered design (John Dewey, Rouseau, Pestallozi and Froebel) Anchored on the
needs and interests of the child
 Learner is actively involved in the learning process
 Learning takes place through doing
 Learners interact with the teachers and the environment

2. Experience-centered design

 Experiences of the learners become the starting point

 The learning environment is open and free-no boundaries are defined
 Learners choose from a variety of activities
 Subject centered curriculum design 2018

 The teacher provides Learners are empowered to shape their own learning

3. Humanistic design (Abraham Maslow and Carl Rogers)

 The ultimate goal is development of the self

 Integrates thinking, feeling and doing with the whole person
 Stresses the growth of positive self-concept and interpersonal skills.

Teacher centered learner centered

Lecture question/answer session research-based project

Examination

Demonstration worksheets group work

Video conference

Video/audio cassette

Structured reading self-directed study

Instructions discussions

Practical’s Trial and error activity

Tutorials Role plays

Figure 5.1 Teaching strategies continuum (Teaching and learning in further education p.120)

Advantages of learner-centered curriculum

 Gives power to the learners who are viewed in experts in knowing what they
need to know
 Takes into account the social and cultural context of the learner
 Creates direct link between in-class work and learners need for literacy outside
the classroom

Disadvantages of learner-centered curriculum

 Relies on teacher’s ability to create/select material suitable to learner expressed
needs
 Subject centered curriculum design 2018

 Requires a accomplished teacher time and resources

 Teachers find it difficult to strike balance between the challenging needs and
interests of students

Conclusions
Finally, both subject-centered and learner-centered curriculums have their own advantage
and disadvantages. The curriculum used will impact the whole society anyway. Rather,
subject-centered and learner-centered curriculums can be constituted a variety. Teachers can
give lectures while making students act together more actively with ideas and in order to
the front of lecture. In this intelligence assignment or problem-based workshops and
discussion group which encourages students to connect dynamically with one another with
a mixture of information are encouraged.
 Subject centered curriculum design 2018

References

Soloway, E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design: The challenge for HCI
in the 21st century. interactions, 1(2), 36-48.

Soloway, Elliot, et al. “Learning theory in practice: Case studies of learner-centered

design.” Proceedings of the SIGCHI conference on Human factors in computing systems. ACM,
1996.

Quintana, C., Carra, A., Krajcik, J., & Soloway, E. (2001). Learner-centered design: Reflections
and new directions.

C. Gerald Hasty (2015) Subject-Centered Curriculum, A journal of educational strategies, issues

and ideas.
Bryk, A., Harding, H. & Greenberg, S. (2012). Contextual influences on inquiries into effective
teaching and their implications for improving student learning. Harvard Educational Review,
82(1), 83-106. http://www.hepg.org/her/abstract/1192

Bell, S. & Lane, A. (1998). From teaching to learning: Technological potential and sustainable,
supported open learning. Systemic Practice and Action Research, 11(6), 629-650.
http://dx.doi.org/10.1023/A:1022136204137

Ashworth, P. (2004). Understanding as the transformation of what is already known. Teaching in

Higher Education, 9(2), 147-158.

Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass

Hagström, E. & Lindberg, O. (2012). Three theses on teaching and learning in higher education.
Teaching in Higher Education, 18(2), 119-128.

Carolyn Scheidies disadvantages of sunject-centered curriculum design 25 june, 2003

https://www.thoughtco.com/curriculum-design-definition-4154176

https://sominotes.com/2018/01/20/curriculum-development-subject-centered-design-in-relation-
to-curriculum-design/

Dale, L. (2012). Learner-Centered Activities for the Classroom | eHow.com. [Online] Retrieved
from: http://www.ehow.com/list_7675709_learnercentered-activities-classroom.html.