Chapter 2 Lesson 2:

Approaches to Curriculum
Designing
 Fix me!

P D
M E
L G
B S
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PROBLEM N
DESIGN
O I
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A
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LEARNER T PASS
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 Learner Centered Design
and
Problem-Centered Design
 Objectives:
At the end of this lesson ,the student are expected to:
• Define Learner-Centered Design and Problem-Centered
Design; and
• Construct examples of Learner-Centered Design and
Problem-Centered Design based on its different
variations.
 Learner-Centered Design

• The learner is the center of the educative process

among progressive educational psychologists. This
emphasis is very strong at the elementary level;
however, more concern has been placed on the
secondary and tertiary levels.
Child-Centered Design The curriculum design is anchored on the
needs and interests of the child. The
learner is not considered a passive
individual but engages with his/her
environment.
Experience-centered design Experience-centered design believes that
the interests and needs of learners cannot
be pre-planned.

Humanistic Design The key influence in this curriculum

design are Abraham Maslow and Carl
Rogers. Maslow's theory of self-
actualization on the other handCarl
Rogers believed that a person could
enhance self-directed
 Problem-Centered Design

• Generally, the problem-centered design draws on the

learners' social problems, needs, interests, and abilities.
Various problems are given emphasis. Those center on life
situations, contemporary life problems, areas of living,
and many others
Life-Situation Design This design uses the past and
the present experiences of
learners to analyze the basic
areas of living

Core Problem Design Core problem design It centers

on general education, and the
problems are based on common
human activities.
These are the steps. Popularized by Faunce and
Bossing in 1959, they presented ways to proceed using
the core design of a curriculum.
Step 1. Make group consensus on important
problems.

Step 2. Develop criteria for the selection of important

problems.

Step 3. State and define the problem.

Step 4. Decide on the areas of study, including class

groupings.
Step 5. List the needed information for resources.

Step 6. Obtain and organize information

Step 7. Analyze and interpret the information.

Step 8. State the tentative conclusions.

Step 9. Present a report to the class individually or by

the group.
Step 10. Evaluate the conclusions.

Step 11.Explore other avenues for further

problem-solving
 References

Bilbao, P., Dayagbil, F. & Corpuz, B. (2014). Curriculum Development. Lorimar

PublishingInc. Quezon City.Salsag, P.R. M. (2019). CDV 01 The teacher and the
school curriculum.