ACADEMIC DISCIPLINE DESIGN UNDER SUBJECT DESIGN

SUBJECT DESIGN
 Oldest and so far, the most familiar design for teachers, parents and
laymen.
 It is easy to deliver, has complementary books, written, and available
support instructional materials. The drawback is that learning is so
compartmentalized. It stresses the content so much that it forgets
about student’s natural tendencies, interests and experiences.
 What subjects are you teaching? What subjects are you taking?
These are the two sample questions to which the teacher and the
learner can easily give an answer. is so because they are familiar
with design curriculum.
Advantages:
 Easy to deliver
 Complimentary books are written
 Support instructional materials are commercially available
 Teachers are familiar with the format
Disadvantages:
 Learning is compartmentalized
 Stresses so much the content that it forgets the student’s natural
tendencies, interests and experiences
DISCIPLINE DESIGN
 Disciplined based design focuses on the academic disciplines
 Often use in college, but not in elementary or secondary levels.
 It is similar to the subject design. However, the students “experience”
the disciplines which leads to better comprehension and
understanding.
 The discipline design engages the students so they can analyze the
curriculum and draw conclusions. It helps students to master the
content area and in turn increase independent learning.
  According to Bruner, the discipline design clarifies the relationship
between beginning knowledge. This will allow the students to gain
meaning and advance through the content.
 Discipline refers to specific knowledge learned through a method
which the scholars use to study a specific content of their fields.
Students in history should learn the subject matter like historians,
students in biology should learn how biologists learn and so with
students in mathematics should learn how mathematicians learn. In
the same manner, teachers should teach how the scholars in the
discipline will convey the particular knowledge.

The discipline design has been criticized for several reasons:

 It adapts the student to the curriculum and not vice versa.
 It assumes all students have a similar learning style.
 It leaves out important knowledge and material that cannot be
classified in a particular discipline.

Resources: Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum;

foundatins, principles, and issues (5th ed.). Boston: Pearson.