Subject/ teacher Centered

Learner Centered
Activity Based Curriculum
Integrated curriculum
Core curriculum
Hidden/Collateral
Null curriculum
The subject centered curriculum is based
on subject. All knowledge is transferred
to student through the subjects.
Subject matter taught should reflect
basic areas that are essentials and
agreed upon content for learner
attainment.


To transfer cultural heritage
To represent knowledge
To impart information

Ignores interest of students
No process of insight or thinking
Rote memory
Neglects social problems and demands
Passive learning


In learner centered curriculum there is a
link between courses and children
psychology. It is according to the interest
and tendency of children. It facilitates
the mind of children because it fulfills
their psychological and mental
requirements.
A learner centered curriculum is a
process that brings together
cognitive,
emotional, and
environmental influences and
experiences for acquiring, enhancing, or
making changes in learners
knowledge,
skills,
values,
and world views.

Teacher-Centered Learner-Centered
Focus is on instructor Focus is on both students and instructor
Instructor talks; students listen Instructor models; students interact with
instructor and one another
Students work alone Students work in pairs, in groups, or
alone depending on the purpose of the
activity
Instructor monitors and corrects every
student utterance
Students talk without constant instructor
monitoring
Instructor chooses topics Students have some choice of topics
Instructor answers students questions
about language
Students answer each others questions,
using instructor as an information
resource
Classroom is quite Classroom is often noisy and busy
Instructor evaluates student learning Students evaluate their own learning;
instructor also evaluates
Active Learning is, in short, anything that
students do in a classroom other than merely
passively listening to an instructor's lecture.
This includes everything from listening practices
which help the students to absorb what they hear,
to short writing exercises in which students react to
lecture material, to complex group exercises in
which students apply course material to "real life"
situations and/or to new problems.

According to Tanner and Tanner, Activity
curriculum is an attempt to treat learning as an
active process. Activity curriculum discards the
boundaries and the curriculum was centered
largely on areas of child interest. The objective of
curriculum was child growth through experience.
According to Beans, The major premise of activity
movements was that learner ought to be active
rather than passive participants in learning.

Activities should have:
A definite beginning and ending
A clear purpose or objective
Contain complete and understandable
directions
A feedback mechanism
Include a description of the technology or
tool being used in the exercise.

Integrated curriculum refers to a non-
classified approach, e.g.
In general science learning, as opposed
to separate subjects such as
Physics,
Chemistry and
Biology


Integrated curriculum is a learning
theory describing a movement toward
integrated lessons helping students
makes connections across curriculum.
The approach should be viewed as a
tool that can help educate students
and engage them in the learning
process. It is not an end itself.
Integrated curriculum is basically
adding another element to existing
materials or activities. What usually ends
up happening is the child adds that
element to their play or exploration. And
that stimulates more curiosity and
possibilities, which exercises their thinking
skills.

According to Beane, 1995, Educators
seem especially interested in the
development and use of curriculum
integration as a means of increasing
student interest and student knowledge

Whenever possible, teacher work to
integrate many subject areas under a
common theme when teaching.
For example, the second grade unit about
insects in science may include reading Going
To Be A Butterfly for reading, and graphing
students favorite insects for math. Instead of
seeing learning as separate subjects unrelated
to each other, children gain a deeper
understanding of overall knowledge and how it
all relates.

Core refers to the heart of experiences
every learner must go through. Or
Fundamental knowledge that all students
are required to learn in school.
A core curriculum is a curriculum, or course
of study, which is deemed central and
usually made mandatory for all students of
a school or school system.

This is not an independent type of
curriculum. It refers to the area of study,
courses or subjects that students must
understand in order to be recognized as
educated in the area.
The learner has no option but to study
the prescribed course or subjects.

The messages of hidden curriculum may support or
contradict each other as well as the written
curriculum.
Urevbu (1985: 3) describes the hidden curriculum as
the non-academic but educationally significant
component of schooling.
Tanner and Tanner (1995) prefer to call it the
collateral curriculum.
The hidden or collateral curriculum is often
responsible for the values students may exhibit later
in life.
Since this is not written or officially
recognised, it influences on learning can
manifest itself in students attitudes and
behaviour, both during and after
completing their studies.

What is acquired or learned from hidden
curriculum is usually remembered longer
than information learned at school.

The null curriculum refers to what is not
taught in schools but actually need to be
taught.
E.g :Environmental education, career
planning education, life education and
etc.
Eisner (1994) suggests that what curriculum
designers and/or teachers choose to leave
out of the curriculumthe null curriculum
sends a covert message about what is to
be valued (p. 96-97).

What children dont learn is as important
as what they do learn. What the curriculum
neglects is as important as what it teaches
(Eisner).
Curriculum design has become more an
issue of deciding what you wont teach as
well as what you will teach. You cannot
do it all. As a designer, you must choose
the essential (Jacobs, 1997, p. 27).

Formal
curriculum
Hidden/
Collateral
curriculum
Actual
curriculum