CURRICULUM

DESIGN
What is curriculum design?

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Curriculum Design

• Curriculum design focuses on the

creation of the overall course
blueprint, mapping content to
learning objectives, including how to
develop a course outline and build
the course.

• Curriculum design can be segmented

into three forms. These include subject-
centered design, learner-centered
design and problem-centered design.

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SUBJECT-CENTERED DESIGN

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 SUBJECT CENTERED

 Subject-centered curriculum design

revolves around a particular subject
matter or discipline.

 Subject-centered curriculum design

describes what needs to be studied and
how it should be studied.

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 SUB-DESIGNS OF SUBJECT-CENTERED
DESIGN

SUBJECT DISCIPLINE
• In this design, the curriculum is • Discipline based design focuses on
organized according to how the academic disciplines.
essential knowledge has been
developed in the various subject
areas.
• Discipline design engages the
• The main teaching modalities students so they can analyze the
utilized with this design are lecture, curriculum and draw conclusions.
recitation, and large group
discussion.
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 SUB-DESIGNS OF SUBJECT-CENTERED
DESIGN

BROAD FIELD CORRELATION

• This design was made to prevent • It links separate subject designs in
the compartmentalization of order to reduce fragmentation. Subjects
subjects and integrate the contents are related to one another but each
that are related to each other. subjects maintains its identify.

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SUB-DESIGNS OF SUBJECT-CENTERED
DESIGN

PROCESS

• A curriculum design that stresses

the learning of general procedures,
general processes not specific to
any particular discipline, but
applicable to all

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SUBJECT-CENTERED DESIGN CURRICULUM
LEARNER-CENTERED DESIGN

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 LEARNER-CENTERED

 Learner-centered curriculum design

takes each individual’s needs, interests,
and goals into consideration.

 It motivates learners and help them stay

engaged in the material that they are
learning. 

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SUB-DESIGNS OF LEARNER-CENTERED
DESIGN

CHILD-CENTERED EXPERIENCE-CENTERED

• Curriculum must be based on • Experiences of the learners

students’ lives, their needs and become the starting point of the
interests curriculum.

• The learners is not considered as • The learners are empowered to

passive individual but as one who shape their own learning from
engages with his/her environment. different experiences given by the
teachers.

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SUB-DESIGNS OF LEARNER-CENTERED
DESIGN

ROMANTIC (RADICAL) HUMANISTIC

• In this design, knowledge is not a • Humanistic curriculum designs
finished product that sits in a unit allow students to experience
plan or course syllabus and that learning with emotion, imagination,
such documents is a curriculum and wonder.
that indoctrinates Instead, learning
is something that results from the
interaction between and among
people.

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LEARNER-CENTERED DESIGN CURRICULUM
PROBLEM-CENTERED DESIGN

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 PROBLEM-CENTERED

 Problem-centered curriculum design focus

on teaching students how to look at a
problem and come up with a solution to the
problem.

  Increases the relevance of the curriculum

and allows students to be creative and
innovate as they are learning.

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SUB-DESIGNS OF LEARNER-CENTERED
DESIGN

LIFE SITUATION CORE

• It uses the past and present • Centers on general education and

experiences of learners as a is based on problems arising out of
means to analyse the basic areas common human activities
of living.

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SUB-DESIGNS OF LEARNER-CENTERED
DESIGN

SOCIAL PROBLEMS AND

RECONSTRUCTIONISTS

• The design is focused on the

relation of the curriculum to the
social, political, and economic
development of society as it affects
social change and a more just
society

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PROBLEM-CENTERED DESIGN CURRICULUM
 THANK YOU!

TABRA, ROSE GLAIRE ALAINE

Section:
BPED EP 2-5
Instructor:
RUFO A. LABARETTE