Activity 1.

2 Comparing and Contrasting Curriculum Models

Directions: Draw a 3-radial Venn diagram to show the similarities and differences
among the three curriculum design and development models. Write their similarities on
the overlapping areas while the differences on their own sectors avoiding the
overlapping areas. Be guided by the sample Venn diagram presented below.

Subject Centered

the subject matter itself serves as the

organizing structure for what is studied
and how it is studied.

Both design Design that

of learners is
curriculum Curriculum involves
Design and
Development
Models
utilizes various educational is a cross-curricular,
experiences but the student inquiry-based, student-
becomes a participant in the centered approach that is
Design in built around real-world
decision-making process of curriculum
designing and selecting development
problems.
educational experiences.

Learner Centered Problem Centered

 Activity 1.3 Writing an Argument Essay

Directions: Write a 3-paragraph essay containing your personal arguments on the selection and use of a
particular curriculum design and development model. Be guided by the rubric given below.

Problem Centered Learning does have definite advantages, particularly if the goal of
learning is to approach and solve similar problems. There are skills that can’t be sharpened for
practical use, by simply lecturing. Information acquisition and filtration, for instance. I could
lecture for an hour about how inconsistent and outright wrong some pieces of information you
find on the internet are, but unless you get your hands dirty, you’re unlikely to develop an
intuition about integrity and dependability of information sources. In this case, I could create a
PBL session with a task that involves the acquisition and synthesis of information. If the tasks in
PBL are a true representation of the types of problems the learner will have to be able to solve
after learning, they are effective.

However, designing Problem Centered interventions can be hard, and there probably isn’t
a rigorous enough method that is applied strictly enough to assess the efficiency of these
interventions. The designer/developer needs to have a deep, rational and clear understanding of
the skills the learners have to apply and must be able to appropriately rescale and re-represent the
problem for classroom use. The facilitator who is delivering the intervention needs to be
competent enough to probe students with appropriate questions (avoiding leading questions) to
steer them to a ‘discovery’ in the true sense. Both these responsibilities are hard to carry out,
which is why most PBL implementations don’t reach their goal.

Let’s get to the specific problems you’ve outlined,

1. Engagement: PBL could be more engaging, but it doesn’t mean that it is more
effective. A learning intervention must primarily meet the learning goals and then
strive to be as engaging as it can afford to be.
2. Favoring to the more outspoken learners: If PBL is implemented well, every learner
will walk away with the necessary knowledge/skills, even if there are some passive
receivers in the group. The facilitator has a responsibility to teach the groups to be
accepting and formulate a method to assess individual achievements.
3. Inconsistency in knowledge: If there are multiple correct approaches to a problem and
multiple correct solutions, why not allow students to discover it themselves? Again, in
a well-designed PBL, the designer thinks about the needs of consistency and designs
accordingly.
Here’s what I would say to you personally: Identify the learning goals of your course. Spell
out clearly what you should be able to do after the class. If you can actually do it, or do it better
than before, then the purpose is served.

Directions: Identify what is being asked/referred to in each item. Scribble your answers on the spaces
provided before each number.

1. Core design
2. Subject design
3. Humanistic design
4. Child centered design
5. Problem centered design
6. Correlational design
7. Experienced centered design
8. Discipline design
9. Discipline design
10. Self-Actualization theory

Directions: Write JHCSC if the statement is true. If the statement is false, underline the word that
makes the sentence false and write the correct word on the blank. Scribble your answers on the
spaces provided before the number.

JHCSC 1. While subject design centers only on the cluster of content, discipline
design focuses on extra-curricular disciplines.
JHCSC 2. Broad field design was made to prevent the compartmentalization of subjects.
SELF 3. The development of others is the ultimate objective of learning in a
humanistic curriculum design.
JHCSC4. Learning is a product of the child’s interaction with the environment.
JHCSC . Subject design stresses so much on the content that it forgets about students’
artificial tendencies, interests, and experiences.
GENERAL 7. Core design centers on professional education and problems are based
on common human activities.
JHCSC . The emergence of multiple intelligences theory blends well with the
experience- centered design curriculum.
JHCSC 8. Life-situations design uses the past and present experiences of the learners
as a means to analyze the basic areas of living.
JHCSC 9. Also called holistic curriculum, core design draws around themes and
integration.
JHCSC 10. According to advocates, subject design has an advantage because it is easy to
deliver.