Module 5: CRAFTING THE CURRICULUM

LEARNING OUTCOMES

At the end of the lessons, the students will be able to:

1. Identify the different Curriculum Design Models
2. Recognize the Curriculum design in different level
3. Distinguish various persons who influenced curriculum designs.

LET US EXPLORE

It’s vocabulary time! Find the definitions and relate it to school curriculum.
a. CRAFTING
b. CORE
c. CORELATION
d. INTERDISCIPLINARY

TOPIC: CURRICULUM DESIGN MODELS

As a teacher, one has to be a curriculum designer, curriculum implementer and a
curriculum evaluator. Every single day, a teacher plans, implements and evaluates the
curriculum in school.
Crafting a curriculum is like a writing lesson plan. It is like making something with
the different components, and putting them together in a very creative way.

CURRICULUM DESIGN MAY ALSO FOLLOW THE FOLLOWING STRUCTURES.

1. Subject-centered design model – this model focuses on the content of the
curriculum. The subject centered design corresponds smoothly to the textbook.
Example of subject-centered curriculum are included below;

a. Subject design – it is the oldest and so far the most familiar design for
teachers, parents and other laymen. Subject design has an advantage
because it is easy to deliver. Complementary books are written and support
instructional materials are commercially available. Teachers are familiar
with the format, because they were also educated using the design.

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b. Discipline design – it focuses on academic disciplines. Discipline refers to
specific knowledge learned through a method which the scholars use to
study a specific content of their fields. The discipline model is often used in
college, but not in elementary or secondary.
c. Correlation design – it links a separate subject in order to reduce
fragmentation. Subjects are related to one another but each subject
maintains identity.
d. Broad field design/interdisciplinary – is a variation of the subject-
centered design. This design was made to prevent the
compartmentalization of subjects and integrate the contents that elated to
each other. Sometimes called holistic curriculum, broad field design draws
around themes and integration.

2. Learner- - Centered Design – the learner is the venter of the educative

process. This emphasis is very strong in the elementary level, however more
concern has been placed on the secondary and even the tertiary. Here are
some examples of the learner-centered designs.
a. Child-centered design – this design is often attributed to the influence of
John Dewey, Rouseau, Pestallozi and Froebel. The curriculum design is
anchored on the needs and interests of the child. The learner is not
considered as a passive individual but as one who engages with his/her
environment.
b. Experience-centered design – this design is similar to the child-centered
design. Although, the child remains to be the focus, experience-centered
design believes that the interests and needs of learners cannot be pre-
planned. Instead, experiences of the learners become the starting point of
the curriculum, thus the school environment is left open and free.
c. Humanistic design – the key lead personalities in the curriculum design
were Abraham Maslow and Carl Rogers. Maslow’s theory of self-
actualization explains that a person who achieves this level is accepting of
self, others and nature; is simple, spontaneous and natural; is open to
different experiences, among many others. Carl Rogers believes that a
person can enhance self-directed learning by improving self-understanding
and basic attitudes to guide behavior.

3. Problem-Centered Design - generally, problem-centered design draws on

social problems, needs, interest and abilities of the learners. Various problems
are given emphasis. There are those that center on life situations,
contemporary life problems, areas of living and many others. Two examples
are given for the problem-centered design curriculum;

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a. Life-situation design – allows the students to clearly view problem
areas clearly. It uses the past and the present experiences of learners
as a means to analyze the basic areas of living. The connection of
subject matter to real situations increases the relevance of the
curriculum.
b. Core design – another example of problem-centers design is core
design. It centers on general education and the problems are based on
common human activities. The central focus of the core design includes
common needs, problems, and concerns of the learners.

LET US WRAP UP

Search in the internet and read about the following persons. Find out how and write
their influences curriculum designs. Add this information to your portfolio collection.
a. Carl Rogers
b. Abraham Maslow
c. Henry Morisson
d. John Dewey
e. Friedrick Froebel

LET US ASSESS

Quick Match. To quickly check on what you have learned, match Column A with
Column B. On Column A you will find descriptions of Curriculum Designs. Match
theses with appropriate names of Curriculum Designs.

COLUMN A (Descriptions) COLUMN B (Curriculum Designs)

1. The development of the self is the A. subject-centered

Ultimate objective of learning.
2. Draws around themes and is B. humanistic design
Interdisciplinary. It reduces
Compartmentalization of separate
Subjects.
3. Content-centered, mostly patterned C. Broad fields
After textbooks. School hours are
Allotted into different separate subject
Areas.

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Module 5: CRAFTING THE CURRICULUM
4. Usually learning centers are provided D. problem centered
The classrooms. Learners are made to
Choose from various activities that the
Teacher provides.
5. Contents cut across subject boundaries E. experience
centered
Thus problems are not subject specific.
They center on the life situations.

ANSWER KEY

RUBRICS FOR ACTIVITY

CRITERIA Excellent (10- Good (7-9 Fair (4-6 Needs
12 points) points) points) Improvement
(1-3 points)

Content and The answers Partially A large part of The answers

Substance completely and answers the the answers does not
correctly question incorrectly answer the
correctly. answer the question at all.
question.
Language and Abides Understood Many mistakes Many mistakes
Comprehension with all the although there in language, in language,
rules of are some and the essay and it is totally
language, and mistakes in is hard to not understood
it is easily language understand.
understood.

REFERENCES

CURRICULUM DEVELOPMENT by: Purita P. Bilbao, Paz I. Lucido, Tomasa C.

Iringan and Rodrigo B. Javier.
CURRICULUM DEVELOPMENT, A GUIDE FOR TEACHERS AND STUDENTS by
Greg Tabios Pawilen

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Ed 5: The Teacher and the School Curriculum