FS 4 9 APPROACHES TO

FIELD STUDY CURRICULUM DESIGN

Learning Episode

My FS Learning Episode Overview

The episode emphasizes the different ways at working at the curriculum. It explains
various curriculum design models and how these are applied in the school setting.

My Desired Learning outcomes

 describe the characteristics of each curriculum design model
 cite situations on how these models are used in various schools
 observe classes how these curriculum are applied in school setting

My Performance Criteria
I will be rated along the following:
 quality of my observation and documentation
 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Learning Essentials

Type of Curriculum Design Model

1. Subject-Centered
 Its curriculum design has variations
which are focused on the individual
subject, specific discipline and a
combination of subjects or
disciplines thus interdisciplinary.
2. Learner-Centered
 The learner is the center of the
educative process.
3. Problem-Centered
 This design draws on social
problems, needs, interests and
abilities of the learners.
1.1 Subject Design
1.2 Discipline Design
1.3 Correlation Design
1.4 Broad Field Design/Interdisciplinary
2.1 Child-Centered Design
2.2 Experience-Centered Design
2.3 Humanistic Design
3.1 Life-Situations Design
3.2 Core Problem Design

My Map

Interview a Interview Visit a

teacher and four (4) Teacher
ask the people and Education Prepare
features of ask them Institution your
each about their and secure a portfolio
curriculum perceptions copy of an
model. Write on the K to OBE-based
your insights. 12 syllabus
 My Learning Activities
These are types of Curriculum Design Models. Complete the template given
Activity 1 below by citing their best features/advantages.

Curriculum Design Models Best Features

1. Curriculum design has
1. Subject-Centered Design variations which are focused on
the individual subject
1.1 Subject Design
1.1 It requires fewer
participants, making the process
much more streamlined and
less resource heavy

Easy to design, build and

1.2 Discipline Design operate.

We can make predictions about

1.3 Correlation Design things when we know about
correlations. If two variables are
correlated, we can predict one
based on the other.
It synthesizes more than one
1.4 Scrap field Design/Interdisciplinary Design discipline and creates teams of
teachers and students that
enrich the overall educational
experience.
Curriculum Design Models Best Features

2. Learner-Centered Design
2.1 Child-Centered Design
2. It emphasizes a variety of
different types of methods that
shifts the role of the instructors
from givers of information to
facilitating student learning.

2.1 Students develop learning

and other
skills and gain meaningful
knowledge that will help them
throughout life.
The relationship between rights
and responsibilities
is learned.
Students discover that learning
is interesting
and fun. 
It is focused on the experienced
2.2 Experience-Centered Design of the learners.

If the child feels good about him

2.3 Humanistic Design
3. Problem-Centered Design
3.1 Life Situation Design
3.2 Core Problem Design
or herself then that is a positive
start. Feeling good about
oneself would involve an
understanding of ones'
strengths and weaknesses, and
a belief in one's ability to
improve.
3. It allows learners to become
producers rather than
consumers of knowledge.
3.1 Students will see direct
relevance to what they are
studying if the content is
organized around aspects of
community life.
It centers on general education
and the problems are based on
the common human activities.
The central focus of the core
design includes common needs,
problems and concerns of the
students.

My Personal Insights

Upon answering this activity, I could say that this curriculum design
models is very relevant to the learners. First, learner will develop skill in
reading and activate their critical thinking. Second, learners will also develop
their comprehension and understanding to any subject to be taught. Third, it
will also develop the behavior and discipline of the learner. Fourth, learner will
activate their schema where in their prior knowledge will be used for the new
learnings. Fifth, learner will allow their mind to think and choose for the
betterment of their learnings. Sixth, through the use of child-centered design,
experience-centered design, humanistic design, learner will engage and
experience real setting that they can use for their learnings, where in they will
choose various activities that can apply to their own phase of growth and also,
they can have opportunities to empower to shape their own learning. Lastly,
learner will be trained to solve real life problems that come about because of
the needs, interest and abilities of the learners. Problems persistent in life and
society that affect daily living are also considered. It will also develop the
learners________________________________________________________
__
 Interview at least four (4) people and ask them their perceptions about the K
Activity 2 to 12 programs. Complete the comic strip balloons.

Name: Arkuz Joven Name: Christopher Kumalao

Signature: _________________________ Signature: _________________________

K to 12 program is somehow helping

It gives opportunities to the young
the educative process as well as
individuals in a sense of they can build
enabling the learners to be globally
confident through there learning.
competitive to trends

Name: Homer Lance Fesway Name: Dennis Tudlong

Signature: _________________________ Signature: _________________________

K to 12 program is somehow helping Provide students with a success-

the educative process as well as oriented program to obtain academic
enabling the learners to be globally and employability skills in a school
competitive to trends environment.
 My Analysis
My Analysis
In the OBE syllabus categorize in a table there is
the specific objectives, content, resources and assessment.
Each component is connected to one another. It is a guide
lines for the teachers on how to teach their students and
what is the appropriate materials that are being use
depends on the subject matter. It is used to convey the
enthusiasm for the topic and our expectations for the
course and to help the students sees their readiness for the
course by identifying pre-requisite areas of knowledge.
 Integrating Theory into Practice

Directions: Read the items given below and encircle the correct answer.

1. A barangay official suggested that fishing and marine life be included in the barangay
public school so that learners will have a background on the primary livelihood in their
area. This is based on what curriculum design model?
A. subject-centered
B. learner-centered
C. problem-centered
D. career-centered

2. Which of the following does not belong in the group?

A. Child-centered design
B. Life-situations design
C. Experience-centered design
D. Humanistic Design

3. Which is the primary characteristic of a subject-centered design model of

curriculum?
A. interrelated
B. interdependent
C. correlated
D. interdisciplinary
Learning
Paste the curriculum samples gathered from the field.
Portfolio
 My Learning Rubric
.
Field Study 4, Episode 9 – Approaches to Curriculum Design
Focused on: - explaining the characteristics of each curriculum design model
- citing situations on how these models are used in various schools
- observing classes how these curriculum models are applied in school setting
Name of FS Student: Skaye Mantias
Year & Section: __M – 4th_________
Learning Episodes Exemplary
4 3
All episodes were
done with
Learning Activities outstanding quality;
work exceeds
All
questions/episodes
were answered
Analysis of the completely; in depth
Learning Episode answers; thoroughly
grounded on theories.
Exemplary grammar
and spelling
Reflection statements
are profound and
clear; supported by
experiences from the
Reflection/Insights
learning episodes
Portfolio is complete,
clear, well-organized
and all supporting;
documentations are
Learning Portfolio
located in sections
clearly designated
Submission of Submitted before the
Learning Episodes deadline
COMMENT/S
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15
Grade 1.0 1.25 1.5 1.75 2.00
99 96 93 90 87
______________________________
Signature of FS Teacher
Date Submitted: _____________
Course: __BSED - Math_______
Superior Satisfactory Needs Improvement
2 1
All or nearly all Nearly all episodes Fewer than half of
episodes were done were done with episodes were done; or
with high quality acceptable quality most objectives were
met but need
improvement
Analysis question Analysis questions Analysis were not
were answered were not answered answered.
completely. completely. Grammar and spelling
Clear connections Vaguely related to the unsatisfactory
with theories theories
Grammar and Grammar and spelling
Spelling are superior acceptable
Reflection Reflection statements Reflection statements
statements are clear; are shallow; supported and unclear and
but not clearly by experiences from the shallow and are not
supported by learning episodes supported by
experiences from experiences form
the learning learning episodes
episodes
Portfolio is Portfolio is incomplete; Analysis question
complete, clear, supporting were not answered
well-organized and documentation are
most supporting; organized but are Grammar and spelling
documentations area lacking unsatisfactory
available and
logical and clearly
marked locations
Submitted on the Submitted a day after Submitted two days or
deadline the deadline more after the deadline
Over-all Score Rating:
(Base on transmutation)
14 13-12 11 10 9-8 .7-below
2.25 2.50 2.75 3.00 3.5 5.00
84 81 78 75 72 71-below
_________________
Date