DIMPLE M.

SARIPADA 2ND YEAR-BEED OFFLINE

CHAPTER 3: CURRICULUM DESIGN

Activity 15

1. Identify other subjects or disciplines that are example of subject design.

Subject-centered curriculum design revolves around a particular subject matter

or discipline. This type of curriculum design tends to focus on the subject rather
than the individual.
 Araling Panlipunan
 MAPEH
 Edukasyon sa Pagpapakatao
 Mother Tongue

2. Identify other subjects or disciplines that are examples of the different types of
integrated curriculum design.

Interdisciplinary
 History and world religion
 Mathematics and statistics
 Earth & Life Science and Biology
 Oral communication and English

Multi-disciplinary

 Law, Business and economics

 Language Arts- Grammar, Literature, Composition, and Linguistics

 General Science-  Physics, Chemistry, Geography, Astronomy Physical

Geographical , Zoology, Botany, Biology and Physiology
 Humanities – (both primary and secondary school levels) Art, Music, Design,
Literature.
 Industrial Education – All vocational courses may be included – Commerce,
Typing, Book Keeping, Accounts, Office Practice. All industrial and technical
courses may be included – Carpentry, Masonry,                          Plumbing,
Metal Work, Engineering etc.
 Physical education – Health and Safety Education.
  General mathematics – to be included in this group are – Arithmetic, Algebra,
Geometry Trigonometry and Calculus.
 Home Science – all courses which are taken care of in this group may be
included – Needlework, Cookery, Nutrition, Home Management, Clothing and
Textiles etc.

CORE
 Civic responsibilities
 informed consumerism
 development of aesthetic appreciations
 proficiency in spoken and written language
  economic systems

3. Write the benefits and possible pitfalls of subject design and integrated design.

SUBJECT DESIGN BENEFITS AND PITFALLS

 Emphasis on verbal activities
 Introduces students to the essential knowledge of socity
 Easy to deliver
 Traditional
 Support instructional materials are commercially available
 Teachers are familiar with the format
 Prevents individualization
 Disempowers students
 Fails to foster social, psychological and physical development
 Neglects students’ needs, interests, experiences
 Fosters passivity

INTEGRATED DESIGN BENEFITS AND PITFALLS

BROAD FIELD/ INTERDISCIPLINARY/MULTIDISCIPLINARY/CORE

 Allows students to discern relationships among various aspects of curriculum

content
 Students participate in the construction of meaning
 Prevent the compartmentalization of subjects and integrate the contents that
are related to each other
 Focuses on basic skills, content, and higher-level thinking
  Provides a deeper understanding of content
 Encourages active participation in relevant real-life experiences
 Provides connections among various curricular disciplines
 Accommodates a variety of learning styles, theories, and multiple
intelligences.
 Lack of time to plan effective units.
 Teachers are reluctant to put the time and effort into changing what they
already do in the classroom to implement something that doesn’t guarantee
exceptional results.
 Teacher collaboration: A successful integrative curriculum involves input from
teachers from all different disciplines, such as math, science or social studies.
Coordinating schedules and agreeing on ideas across a variety of teachers is
often a difficult task.

Activity 16

1. Identify schools that use a learner-centered curriculum.

 The Raya School Manila
 Brainworks School
 Manila Waldorf School
 Multiple Intelligence International School
 The Learning Tree Child Growth Center
  Community of Learners Foundation

2. Observe how students learn in a learner-centered curriculum. Write your

observation on the space provided.

- As I have observed, Learner-centered curriculum will allow students to

participate more fully in the arrangement of their own learning experiences in
such a way that two key objectives are realized. One, students will participate in
the shaping of curriculum thereby addressing the imperatives of many contextual
issues that include a new situational personal culture. Two, student involvement
is arranged such that students engage in metalearning; providing them the
opportunity to learn about design and construction of purposeful learning
activities. In addition, the learner-centered curriculum allows srudents to voice
out their big ideas and allow them to explore the future solutions by a given
problem or situation. The learners given a chance to think innovatively and
creatively in order for them to come up with a solution. Another thing, they can
 exchange ideas and build relationships towards other classmates to compile their
all learnings they have gathered. Learner-centered education empowers the
students to take ownership of what they learn by focusing on how the new
knowledge solves a problem or adds value. Instead of simply pouring information
over the child’s mind, the facilitator presents the student with an issue and guides
the class as they build a solution. Students “discover” the new information and
come up with solutions instead of passively waiting for the teacher’s answers.

3. Identify the benefits of having a learner-centered curriculum.

Sometimes there are 3 main benefits of having a learner-centered curriculum

I mean it is usually easy to observe and these are the following:
 Transitions students from passive to active learners
 Acknowledges individuality
 Opens the door for collaboration and dialogue between the educator
and student
But, we cannot deny the fact that there are many benefits does having a learner-
centered curriculum like thse:

 It gives power to the learners: they are identified as the experts in the
knowing what they need to know.
 The constructivist element of this approach honors the social and cultural
context of the learner.
 It also creates a direct link between in-class work and learners’ need for
literacy outside the classroom.
 Improves participation, Improves retention of knowledge, Boosts performance
at work, Develops problem-solving skills, Fosters collaborative learning,
Makes learning more fun.Facilitates personalized learning.

4. Analyze an example of learner-centered curriculum by answering the following

questions:

 What skills, knowledge, and values are emphasized in the curriculum?

- Learner-centered education uses interactive strategies to engage the
students and develop their abilities. This educational approach helps
students develop skills such as decision making and problem solving,
team work, and presentation skills that are relevant to the current labor
needs.

 What learning experiences are provided?

 - Learner-Centered ultimately means individualized learning. This takes
planning and time. Instructors should work towards incorporating more
individualized learning experiences into their courses. Learner-centered
experiences empowers all students to learn as much as they can during a
course experience. This means students in the same course and at any point
in time, will be working at different rates and engaging in different learning
experiences.

 What type of learning environment is required for its implementation?

- In a learner-centered learning environment, the instructor should design
ways to uncover the knowledge, skills, interests, attitudes, and beliefs of
every learner. Learner-centered instructors know that students are not blank
slates—that a conceptual understanding, or misunderstanding, of a subject is
based on what they bring with them, including the students’ social and cultural
traditions and experiences. Moreover, because people’s thoughts and beliefs
are often tacitly held, it is important to create many opportunities to draw
those beliefs to the surface and make them visible to the learner, the
instructor, and the classroom community, as appropriate. The more visible a
student’s thinking becomes, the more opportunity an instructor has to
understand the student’s misconceptions and correct them. In this way, the
instructor can build upon what the student already knows and is able to do.

 What are the requirements of the curriculum for the teachers?

-               Learner-centered teachers must:

 Act as Facilitators and Guides- In a learner-centered model, teachers get to

act more as facilitators and guides. Teachers find this shift motivating,
empowering and validating of their professionalism.
 Provide Anytime, Anywhere and On-Demand Support- Teachers have to
make themselves available to students “anytime and anywhere.” Students and
teachers are encouraged to connect on an ongoing basis–not only when there
is a problem.
 Embody Core Values That Support Deeper Learning- It takes staff
commitment to core values to ensure that a positive, learner-centered school
culture is built and maintained. For students to achieve deeper learning
outcomes like critical thinking, problem solving, collaboration, communication,
self-directed learning, an “academic mindset,” and mastery of core content,
adults in the system have to develop and strengthen the same knowledge,
skills and dispositions.
 Truly Encourage Students Drive Their Own Learning- Learner-centered
teachers “hand over” many traditional responsibilities. For example, students
at Harmony often set the agenda for their own meetings and teacher
 conferences using their own goals, concerns and achievement data. Teachers
at Harmony believe this is a key part of helping students to reach their full
potential. Giving students autonomy develops “habits of success” and
“mindsets” that researchers continue to confirm as important components of
lifelong learning and success.
 Create Real-World and Authentic Learning Experiences- One teacher
described how one student’s interest in electronics formed the basis of an
Electronics Club that the teacher helped establish and other students joined.
The teacher explained his reasoning, “I respect my students’ thoughts and I
listen to their interests. If I can help them, then I help them.”
 Leverage Technology to Personalize Learning- Learner-centered teachers
leverage technology to boost access and outcomes by customizing student
experiences based on powerful student data. Teachers in learner-centered
environments don’t just use “technology for the sake of technology,” and
teachers certainly aren’t replaced by programs and devices. In fact, teachers
in these blended learning environments are more important than ever.
 Commit to Professional and Personal Growth- Ultimately, learner-centered
teachers must commit wholeheartedly to being learners themselves. This
means setting personal and professional goals and seeking out opportunities
to build new knowledge and skills. 

Activity 17

1. Analyze a school curriculum that uses problem- centered designs. Discuss the
benefits and issues related to its implementation.

 Problem centered curriculum design is a curriculum design which “empowers

learners to conduct research, integrate theory and practice, and apply knowledge
and skills to develop a viable solution to a defined problem.” Learners are seen
as engaged and self-directed problem solvers while teachers are placed as
facilitators. Learners are placed in social settings with their learning organised
around issues of genuine life problems. One of the key characteristics of the
problem centered curriculum is that it uses ill-structured problems to allow free
inquiry. Students are presented with a problem that requires more information for
understanding than is initially available.  The problem is complex, open-ended
and intriguing enough to lead students towards inquiry and higher order thinking
skills. Through collaboration, students get to develop new ideas, raise questions
and consolidate each others’ understanding by interacting. The advantage of the
PCC is that it develops higher order thinking skills in students. This is because a
whole range of thinking skills is involved in finding, evaluating, and using
appropriate learning resources in order to analyze and solve complex problems.
Furthermore, the PCC equips learners with the skills necessary to be part of the
real-world workforce.
 2. Analyze the contents and learning experiences provided in the curriculum.
Identify other personal or social issues and problems that can be a theme for a
problem-centered curriculum.

- PBL’s principal goal-meeting students where they are and putting them to work
solving real-world problems-marks a significant shift from old educational models.
Putting it into action unearths a host of practical challenges, from finding “real”
real-world questions to ensuring accurate and adequate assessments.

 Finding authentic problem- It can be difficult to know the kinds of problems that
work best with PBL, but one thing’s for sure: Instructors must avoid
manufacturing false challenges just to make them fit a predesigned pedagogy.
 Confronting your own lack of knowledge- Whether we intend to or not,
instructors grow accustomed to “sage” status. PBL can move us off the stage
and make us uncomfortable because we might not know or understand the
problems or technologies our students are dealing with. That’s a unique
challenge to our preparations, because we can walk with our students into areas
that expose our ignorance.
 Getting up to speed on PBL- It is also important to be educated on PBL. While
it is becoming increasingly popular, not every district has a wealth of professional
development resources to ensure that teachers are deeply educated in PBL. This
should not stop you. In addition to collecting your own resources, consider
alternative methods of professional development like Twitter chats, message
boards, or online communities dedicated to PBL.
 Embracing effective failure- The potential for failure is not a downside of PBL.
Indeed, failure presents an excellent opportunity to show students their actions
have real-world consequences and that success is far from guaranteed.

Activity 18

1. Examine the K-12 Curriculum and identify the core standards and competencies
that are required for all students to know and do.

 Content Standards define what students should know and be able to do. These
are benchmarks which identify the expected understandings and skills for a
content standard at different grade levels.
 Performance Standards (or indicators) describe how well students need to
achieve in order to meet content standards. They are the levels of proficiency
which the students are expected to demonstrate what they know and what they
are able to do.
 Competencies are more specific versions of the standards. They are specific
tasks performed with mastery. They also refer to the ability to perform activities
 within an occupation or function to the standards expected by drawing from one’s
knowledge, skills, and attitudes.Curriculum Guide of the K to 12 Curriculum
contains content and performance standards and competencies, not objectives. It
makes use of standards-based instruction.

2. Analyze the national curriculum standards of other countries in basic education.

Countries like Australia, UK,Japan, Germany and Singapore have a national core
curriculum that is implemented in their entire educational system.

-Around the world, there is general agreement that primary/elementary schools

must cover the national language, mathematics, science, history, geography, and
social studies/civics. Most countries agree that the arts, physical education,
health, ethics, life skills should also be covered. The most obvious source of
variation between countries at the elementary/primary level lies in the teaching of
languages other than the national language. (In those cases where there is more
than one national language, it is generally the case that the student has the
option of selecting their native language). Despite the fact that it is generally
recognized that languages are best learned young, and that there is no evidence
that learning a second language impairs understanding of the child's native
language, few countries require their young children to learn a second language,
or even offer them the chance to do so.

 Standard and Curriculum of Japan

The Ministry of Education, Culture, Sports, Science and Technology , in

conjunction with university professors and the Central Council for Education,
establishes broad guidelines for the content of each school subject from preschool
education through senior high school. The curriculum for each grade level is carefully
calibrated to pick up each year where the previous grade left off, and to ensure
preparation for the following grade.
This national curriculum is revised about once every decade. It is currently being
revised and a new curriculum will be rolled out in stages starting in 2020. The current
curriculum was revised in 2008 and was fully implemented in 2013. That revision
represented a shift from the previous decade when curriculum was “loosened” and
requirements reduced to allow more flexibility for schools and to reduce the “burdens”
on students. The latest proposals for revision include adding history, geography and
public affairs as compulsory subjects in senior high schools and adding an optional
course for high school students that allows students to choose themes from
mathematics and science for independent research.

CHAPTER 4: CURRICULUM DEVELOPMENT

Activity 19
Review the linear curriculum development models. Identify the possible strengths and
weaknesses of each model when applied to the Philippine context.

TYLER’S RATIONAL-LINEAR MODEL

STRENGTH:

 It provides an easy to followstep-by-step guide to curriculum planningand

development
 It begins with a set of clear objectives that teachers must plan tasks and work
towards achieving the specified outcomes
 It aims the students developing behavior as their target of teaching.

WEAKNESSES:

 It does not have a feedback mechanism to tell people how to correct it.
 It seems lack procedure between
 Evaluation and organisation, and this procedure is execution. For example they
do not apply to all subjects or the design of a subjects’ content.
 It limits what students can learn
 It treats ends and means separately.
 It doesn’t indicate who decides what is ‘worthwhile’ learning

TABA’S GRASSROOTS RATIONAL MODEL

STRENGTHS:

 Teacher is involved in the development of the curriculum

WEAKNESSES:

 Teachers do not understand the connection between the content, activities,

teaching methods and evaluation
 Keeping the sources up to date
 Maintaining training for new teachers on the method as well as support needed
for teachers as they must review the plan often

STANDARDS-BASED CURRICULUM DEVELOPMENT MODEL

STRENGTHS:
  Help all students learn more by demanding higher student proficiency and
providing effective methods to help students achieve high standards;
 Provide parents, schools, and communities with an unprecedented opportunity
to debate and reach agreement on what students should know and be able to do;
 Focus the education system on understandable, objective, measurable, and
well-defined goals to enable schools to work smarter and more productively;
 Reinforce the best teaching and educational practices already found in
classrooms and make them the norm;
 Provide real accountability by focusing squarely on results and helping the public
and local and state educators evaluate which programs work best.

WEAKNESSES:

 careless implementation of standards and assessment may have negative

consequences for students.
 Vague and unclear standards in several subject areas in several states
complicate matters and do not serve as concrete standards defining what
students should know and be able to do.
 May become problematic it is because they can impose content specifications
without taking into account the different needs, opportunities to learn, and skills
that may be appropriate for specific districts or regions.

UNDERSTANDING BY DESIGN MODEL

STRENGTHS:

 Focus on clear objectives and desired results

 Instruction is driven
 For student success on end result
 Students can learn while focused on objectives
 Conveys main idea to transfer learning
 Stimulates authentic performance
 Performance goals directed

WEAKNESSES:

 Little flexibility to adjust learning for differentiation

 Planning can be time consuming for teacher
 Limited opportunity for student investigation
  Requires a significant time to design, implement, and manage the assessment
process

SYSTEMATIC DESIGN MODEL

STRENGTHS:

 the model is easyto use, sequential and cost-effective.

 It can be used for the design or redesign of courses,curricula, workshops and
seminars in every subject area.
 The programs developed will meetdemands for clear statements of learning
outcomes with an associated high quality studentassessment process. It is
politically sensitive.
 It also ensures that all important questions areasked and all options are explored
before key decisions are made
 The model is easy to use, sequential, and cost-effective; it will save you both
time and effort by significantly reducing the time needed for implementation.
 It can be used for the design or redesign of courses, curricula, workshops, and
seminars in every subject area and in every instructional setting_ traditional and
nontraditional.
 The programs you develop will meet accreditation agencies’ demands for clear
statements of learning outcomes with an associated high-quality student
assessment process.
 It is politically sensitive, protecting you from decisions by others that could
jeopardize implementation. • It will ensure that all important questions are asked
and all options are explored before key decisions are made.

WEAKNESSES:

 Very linear
 Constraining, limits creativity
 Time-consuming to implement
 Specific to higher education
 Classroom oriented
 Directed at total curricula in addition to individual classes
 Requires significant input from university personnel (as well as other academic
departments)
Activity 20

Review the cyclical curriculum development models. Identify the possible strengths and
weaknesses of each model when applied to the Philippine context.

AUDREY NICHOOLS AND HOWARD NICHOLLS MODEL FOR CURRICULUM

DEVELOPMENT

STRENGTHS:

 Emphasize on the situational analysis

 Model is felxible
 Less rigid, more relevant
 Continung activity
 Incorporates new information into the curriculum
 Views curriculum elements as interrelated and interdependent

WEAKNESSES:

 Time consuming, as situational analysis is long time process

 Difficult to maintain logical sequential analysis

WHEELER’S CURRICULUM DEVELOPMENT MODEL

STRENGTHS:

 It has a feedback mechanism , so it provides students with ways to measure their

progress or accuracy
 Sets the school objectives as a final set up in as well as the first. It clearly calls
for the setting up of objectives

WEAKNESSES:

 The objectives includes behavioral characteristics. Behavioral objectiveshave

some limitations
 It seems to lack a procedure between organising and integrating learning
experience content and evaluation.
CONTEXTUAL FILTERS MODEL OF COURSDE PLANNINIG

STRENGTHS:

 The faculty members has enough knowledge thorugh their experience in order to
produce their lesson and want to teach
 Very much applicable for designiing higher education courses because it is the
reality how college faculty members design their courses
 Given the influence of academic freedom, faculty members may plan the
curriculum based on their own convinience

Weaknesses:

 It will not focus to the students or learnerr needs and interests

 The knowledge and focus on activities are based only on how and what does
faculty members decided for
 Learners are passive in exploring their own capabilities, skills and knowledge
 There is a limitation

Activity 21

Review the dynamic curriculum development models. Identify the possible strengths
and weaknesses of each model when applied to the Philippine context.

WALKER’S MODEL OF CURRICULUM DEVELOPMENT

STRENGTHS:

 Input is given by the curriculum developers, target groups, other stakeholders in

the development of curriculum\
 Stakeholders engaging in the planning and development stages and empowers
and acknowledges them, especially teachers as valuable contributors
 Users and other parties involved are given ample opportunity to contribute
WEAKNESSES:

 Describes what happens in the process of the curriculum but does not describe
what actually happens in the classrrom that will results into chaos
 The process of deliberation can be time consuming and resource intensive, and
can result curriculum products that may niot be aligned and consistent internally.

SKILLBECK’S CURRICULUM DEVELOPMENT MODEL

STRENGTHS:

 Curriculum developer can begin with any of the elements the model; allows the
curriculum
 Developer to change the order of planning. The mode; offers flexibility
 More reaslistic, feasible ways of handling curriculum development
 Developers are free o be more creative

WEAKNESSES:

 Appears confusing and seems to lack direction

 Confusion rather than clarity
 Lack of emphasis on the construction and use of objectives
 Developers waste significant amounts of time by not following a logical sequence