TOPIC

Types of Curriculum

LESSON 3.2:
Design

Learner-centered
Design

Problem-centered
Design
Application of the
Approaches to
Curriculum Design
Models
Fundamental
~~~~~
Components to Other
Curriculum Designs

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EDUC 8 - The Teacher nd The School
Curriculum
 TOPIC
Desired Learning
Types of Curriculum
Design Outcomes:
 Identify some familiar curriculum designs and
Learner-centered approaches to the designs.
Design

Problem-centered
Design
 Analyze the approaches in the light of how these are
Approaches to applied in the school setting.
Curriculum Design .
Models Take Off
~~~~~ You have been familiarized with the preliminaries of
making a simple design through lesson plan components.
You will further enrich your knowledge by looking into how
other curricularists approach the curriculum design. In this

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lesson, we will see how several examples of curriculum
designs are used in the schools and classrooms.
 Topic
Types of Curriculum Design Models
There are many ways of looking at curriculum and designing one. For
our own purposes, let us focus on the most widely used examples.
TYPES OF
CURRICULU
M DESIGN 1. Subject-Centered Design 2. Problem-Centered Design
1.1. Subject design. 2.1 Life-situations design.
1.2 Discipline design. 1.1 Core problem design.
1.3 Correlation design.
Learner-centered 1.4 Broad field design/
Design
interdisciplinary.
Problem-centered
Design 1. Learner-Centered Design
1.1 Child-centered design.

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Approaches to
Curriculum Design 1.2 Experience-centered design.
Models
1.3 Humanistic design.
~~~~~
 Topic

SUBJECT - CENTERED
1. Subject-Centered Design
DESIGN

1.1 Subject
This is a curriculum design that focuses on the content of the
1.2 Discipline curriculum. The subject-centered design corresponds mostly to the
1.3 Correlation textbook because textbooks are usually written based the specific
1.4 Broad field/ subject of course. Henry Morrison and William Harris are the few
interdisciplinary
curricularists who firmly believed in this design. As practised,
Learner-centered
Design
school hours are allocated to different school subjects such as
Science, Mathematics, Language, Social Studies, Physical
Problem-centered
Design Education, and others. This is also practised in the Philippines,
because a school day is divided into class period, a school year into

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Approaches to
Curriculum Design
Models quarters or semester.
~~~~~
 Topic

SUBJECT - CENTERED
1. Subject-Centered Design
DESIGN

1.1 Subject

1.2 Discipline Most of the schools using this kind of structure and curriculum
1.3 Correlation design aim for excellence in the specific subject discipline
1.4 Broad field/ content.
interdisciplinary

Learner-centered
Design
Subject-centered curriculum design has also some variations
Problem-centered
which are focused on the individual subject, specific
Design
discipline and a combination of subjects or disciplines which

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Approaches to
Curriculum Design are a broad field or interdisciplinary.
Models

~~~~~
 Topic
1.1. Subject Design.
Subject-centered
Design

What subject are you teaching? What subject are you taking? These are
1.1 SUBJECT
two simple questions that the teacher and the learner can easily answer. It
1.2 Discipline
is because they are familiar with the subject design curriculum.
1.3 Correlation Subject design curriculum is the oldest and so far the most familiar
1.4 Broad field/ design for teachers, parents and other laymen. According to the
interdisciplinary
advocates, subject design has an advantage because it is easy to deliver.
Learner-centered Textbooks are written and support instructional materials are
Design
commercially available. Teachers are familiar with the format, because
Problem-centered
Design
they were educated using also the design. In the Philippine educational
system, the number of subjects in the elementary education is fewer than

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Approaches to
Curriculum Design in the secondary level.
Models

~~~~~
 Topic
1.1. Subject Design.
Subject-centered
Design

1.1 SUBJECT
In college, the number of subjects also differs according to the degree
1.2 Discipline
programs being pursued. For each subject, a curriculum is being designed.
1.3 Correlation

1.4 Broad field/ However, the drawback of this design is that sometimes, learning is so
interdisciplinary
compartmentalized. It stresses so much the content and forgets about
Learner-centered students’ natural tendencies, interests and experiences. The teacher
Design
becomes the dispenser of knowledge and the learners are the simply the
Problem-centered
Design
empty vessel to receive the information or content from the teacher. This
is a traditional approach to teaching and learning.

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Approaches to
Curriculum Design
Models

~~~~~
 Topic
1.1. Discipline Design.
Subject-centered
Design

1.1 Subject
This curriculum design model is related to the subject design. However,
1.2 DISCIPLINE
while subject design centers only on the cluster of content, discipline
1.3 Correlation design focuses on academic disciplines. Discipline refers to specific
1.4 Broad field/ knowledge learned through a method which the scholars use to study
interdisciplinary
a specific content of their fields. Students in history should learn the
Learner-centered subject matter like historians, students in biology should learn how the
Design
biologists learn, and so with students in mathematics, who should learn
Problem-centered
Design
how mathematicians learn. In the same manner, teachers should teach how
the scholars in the discipline will convey the particular knowledge.

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Approaches to
Curriculum Design
Models

~~~~~
 Topic
1.1. Discipline Design.
Subject-centered
Design

1.1 Subject

1.2 DISCIPLINE
Discipline design model of curriculum is often used in college,
1.3 Correlation
but not in the elementary or secondary levels. So from the
1.4 Broad field/
interdisciplinary subject-centered curriculum, curriculum moves higher to a
Learner-centered
discipline when the students are more mature and are already
Design
moving towards their career path or disciplines as science,
Problem-centered
Design
mathematics, psychology, humanities, history and others.

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Approaches to
Curriculum Design
Models

~~~~~
 Topic
1.1. Correlation Design.
Subject-centered
Design
Coming from a core, correlated curriculum design links separate
1.1 Subject
subject designs in order to reduce fragmentation. Subjects are related to
1.2 Discipine
one another and still maintain their identity. For example, English
1.3
CORRELATION
literature and social studies correlate well in the elementary level. In the
1.4 Broad field/ two subjects, while history is being studied, different literary pieces
interdisciplinary
during the historical period are also being studied. The same is true
Learner-centered when science becomes the core, mathematics related to it, as they are
Design
taken in chemistry, physics, and biology. Another example is literature
Problem-centered
Design as the core with art, music, history, geography related to it. To use
correlated design, teachers should come together and plan their

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Approaches to
Curriculum Design
Models lessons cooperatively.
~~~~~
 Topic
1.1. Broad field/Interdisciplinary Design.
Subject-centered
Design
Broad field design or interdisciplinary is a variation of the subject-
1.1 Subject
centered design. This design was made to cure the
1.2 Discipine
compartmentalization of the separate subjects and integrate the
1.3 Correlation contents that are relates to one another. This subjects such as
1.4 BROAD FIELD/
INTERDISCIPLINA
geography, economics political science, anthropology, sociology and
RY history are fused into one subject called social studies. Language arts
Learner-centered will include grammar, literature, linguistics, spelling and composition.
Design
Sometimes called holistic curriculum, broad fields draw around themes
Problem-centered
Design and integration. Interdisciplinary design is similar to thematic design,
where a specific theme is identified, and all other subject areas revolve

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Approaches to
Curriculum Design
Models around the theme.
~~~~~
 Topic
1. Learner-Centered Design
Subject-centered
Design

LEARNER - CENTERED Among progressive educational psychologists, the learner is the center
DESIGN
of the educative process. This emphasis is very strong in the elementary
1.1 Child
-centered
level, however, more concern has been placed on the secondary and
even the tertiary levels. Although in high school, the subject of content
1.2 Experience
-centered has become the focus and in the college level, the discipline is the
center, both levels still recognize the importance of the learner in the
1.3 Humanistic
curriculum.
Problem-centered Here are some examples of curriculum designs which are learner-
Design
centered:

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Approaches to
Curriculum Design
Models

~~~~~
 Topic 1. Child-Centered Design
Subject-centered
Design This design is often attributed to the influence of John Dewey,
Learner-centered Rouseau, Pestallozi and Froebel. This curriculum design is
design
anchored on the needs and interests of the child. The learner is
1.1 CHILD
-CENTERED not considered a passive individual but one who engages with
1.2 Experience
his/her environment. One learns by doing. Learners actively
-centered
create, construct meanings and understanding as viewed by the
1.3 Humanistic constructivists. In the child-centered design, learners interact
with the teachers and the environment, thus there is a
Problem-centered
Design
collaborative effort on both sides to plan lessons, select content
and do activities together. Learning is a product of the child's

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Approaches to
Curriculum Design
Models
interaction with the environment.
~~~~~
 Topic 1. Experience-Centered Design
Subject-centered
Design
This design is similar to the child centered design. Although the focus
Learner-centered
remains to be the child experience-centered design believes that the
design
interests and need of learners cannot be pre-planned. Instead,
1.1 Child experiences of the learners become the starting point of the
-centered

1.2 curriculum, thus the school environment is left open and free.
EXPERIENCE Learners are made choose from various activities that the teacher
-CENTERED
provides. The learners are empowered to shape their own learning
1.3 Humanistic
from the different opportunities given by the teacher. In a school
Problem-centered where experience-centered curriculum is provided, different learning
Design
centers are found, time is flexible and children are free to make

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Approaches to
Curriculum Design options.
Models

~~~~~
 Topic 1. Experience-Centered Design
Subject-centered
Design

Learner-centered
design
Activities revolve around different emphasis such as
1.1 Child
-centered
touching, feeling, imagining, constructing, relating and
1.2 others. The emergence of multiple intelligence theory blends
EXPERIENCE
-CENTERED
well with experience-centered design curriculum.
1.3 Humanistic

Problem-centered
Design

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Approaches to
Curriculum Design
Models

~~~~~
 Topic 1. Humanistic-Centered Design
Subject-centered
Design The key influence in this curriculum design is Abraham Maslow
Learner-centered and Carl Rogers. Maslow's theory of self- actualization explains
design
that a person who achieves this level is accepting of self, others
1.1 Child
-centered and nature; is simple, spontaneous and natural; is open to
1.2 Experience
different experiences; possesses empathy and sympathy
-centered
towards the less fortunate among the many others. The person
1.3 can achieve this state of self-actualization later in life but has to
HUMANISTIC
start the process while still in school. Carl Rogers, on the other
Problem-centered
Design
hand, believed that a person can enhance self-directed
learning by improving self-understanding, the basic attitude to

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Approaches to
Curriculum Design
Models
guide behavior.

~~~~~
 Topic 1. Humanistic-Centered Design
Subject-centered
Design

Learner-centered
design
In a humanistic curriculum design, the development of
1.1 Child
self is the ultimate objective of learning. It stresses the
-centered
whole person and the integration of thinking, feeling and
1.2 Experience
-centered
doing. It considers the cognitive, affective and psychomotor
1.3 domains to be interconnected and must be addressed in the
HUMANISTIC curriculum. It stresses the development of positive self-
Problem-centered concept and interpersonal skills.
Design

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Approaches to
Curriculum Design
Models

~~~~~
 Topic
2. Problem-Centered Design
Subject-centered
Design

Learner-centered Generally, problem-centered design draws on social

Design
problems, needs, interest and abilities of the learners. Various
PROBLEM - CENTERED
DESIGN problems are given emphasis. There are those that center on
2.1 Life-
situations
life situations, contemporary life problems, areas of living
and many others. In this curriculum, content cuts across
1.1 Core problem
subject boundaries and must be based on the needs,
Table
concerns and abilities of the students.
Two examples are given for the problem-centered design

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Approaches to
Curriculum Design curriculum.
Models

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 Topic 2.1 Life-situations design
Subject-centered
Design What makes the design unique is that the contents are organized in
Learner-centered ways that allow students to clearly view problem areas. It uses the
Design
past and the present experiences of learners as a means to analyze
Problem-centered the basic areas of living. As a starting point, the pressing
Design

2.1 LIFE-
immediate problems of the society and the students' existing
SITUATIONS concerns are utilized. Based on Herbert Spencer's curriculum
1.1 Core problem
writing, his emphases were activities that sustain life, enhance life, aid
in rearing children, maintain the individual's social and political
Table
relations and enhance leisure, tasks and feelings. The connection of
subject matter to real situations increases the relevance of the

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Approaches to
Curriculum Design curriculum.
Models

~~~~~
 Topic 1.1 Core problem Design
Subject-centered
Design

Learner-centered
Design
Another example of problem-centered design is core design.
Problem-centered
It centers on general education and the problems are
Design
based on the common human activities. The central focus
2.1 Life-
situations of the core design includes common needs problems, and
1.1 CORE concerns of the learners. Popularized by Faunce and
PROBLEM
Bossing in 1959, it presented ways on how to proceed using
Table
core design of a curriculum. These are the steps:

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Approaches to
Curriculum Design
Models

~~~~~
 Topic 1.1 Core problem Design
Subject-centered
Design
Step 1. Make group consensus on important problems.
Learner-centered
Design
Step 2. Develop criteria for selection of important problem.
Problem-centered
Design
Step 3. State and define the problem.
2.1 Life-
situations
Step 4. Decide on areas of study, including class grouping.
1.1 CORE
PROBLEM
Table
Step 5. List the needed information for resources.

Step 6. Obtain and organize information.

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Approaches to
Curriculum Design
Models Step 7. Analyze and interpret the information.
~~~~~
 Topic 1.1 Core problem Design
Subject-centered
Design
Step 8. State the tentative conclusions.
Learner-centered
Design
Step 9. Present a report to the class individually or by group.
Problem-centered
Design
Step 10. Evaluate the conclusions.
2.1 Life-
situations
Step 11. Explore other avenues for further problem solving.
1.1 CORE
PROBLEM These are some examples of curriculum designs. There are many
Table
more which are emerging and those that have evolved in the past.
The example given may be limited, however, for our purposes, they

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Approaches to
Curriculum Design can very well represent curriculum designs.
Models

~~~~~
 Topic Table 1. Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F. 2018)

Subject-centered
Design Underlying Spokesperson/
Design Emphasis Source/Focus
Philosophy Champiom
Learner-centered
Design
SUBJECT-CENTERED
Problem-centered
Design Subject Design Separate subject Essentialism Science, Harris, Hutchins
Pereninalism Knowledge
2.1 Life-
situations

Broad-Fields Interdisciplinary Essentialism Science, Broudy, Dewey

1.1 Core problem
Design subjects, Progressivism Knowledge
Scholarly
TABLE discipline

Correlation Separate Progressivism Knowledge Alberty, Alberty

Design subject, Essentialism

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Approaches to
Curriculum Design disciplines linked
Models but identities
maintained
~~~~~
 Topic Table 1. Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F. 2018)

Subject-centered
Design Underlying Spokesperson/
Design Emphasis Source/Focus
Philosophy Champiom
Learner-centered
Design
LEARNER-CENTERED
Problem-centered
Design Child-Centered Child’d needs Progressivism Child Dewey,
Design and interest Kilpatrick,
2.1 Life- Parker.
situations

Experience- Child’s Progressivism Child Dewey, Rugg,

1.1 Core problem
centered design experiences and Shumaker
needs
TABLE

Humanistic Experiences, Reconstructionism Psychology child, Combs,

design interest, needs of Existentialism society Abraham,

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Approaches to
Curriculum Design a person and maslow, Carl
Models group Rogers

~~~~~
 Topic Table 1. Overview of the Major Curriculum Designs (Ornstein A & Hunkins, F. 2018)

Subject-centered
Design Underlying Spokesperson/
Design Emphasis Source/Focus
Philosophy Champiom
Learner-centered
Design
PROBLEM-CENTERED
Problem-centered Life (social) Reconstructionism Society Spencer
Design Life-situation
design problem
2.1 Life-
situations

Transformatory Child, Open system Society Slattery

1.1 Core problem (or becoming) Focus on society Post modernism
change and the world,
TABLE All reals of
culture
Reconstructionist Child, Open system Post modernism Roth
design The teacher,

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Approaches to
Curriculum Design The world
Models

~~~~~
 Topic
Approaches to Curriculum Design Models
Subject-centered
Design How will a particular design be approached by the teacher? After writing a
Learner-centered
curriculum based on the specific design, let us see how a teacher will
Design approach this. We will find out the utilization of the example design.
Problem-centered
Design Child or Learner-Centered Approach. This approach to curriculum design
is based on the underlying philosophy that the child or the learner is the
center of the educational process. It means that the curriculum is
APPROACHE constructed based on the needs, interest, purposes and abilities of the
S TO
CURRICULU
learners. The curriculum is also built upon the learners’ knowledge, skills,
M DESIGN previous learnings and potentials.
MODELS

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From its design, how should a child-centered curriculum be approached?
Let us consider these principles.
~~~~~
 Topic
Principles of Child-Centered Curriculum Approach
Subject-centered
Design 1. Acknowledge and respect the fundamental rights of the child.
Learner-centered
Design 2. Make all activities revolve around the overall development of
Problem-centered the learner.
Design

PRINCIPLES OF 3. Consider the uniqueness of every learner in a multicultural

CHILD-
CENTERED classroom.
CURRICULUM
APPROACH
4. Consider using differentiated instruction or teaching.
Subject-centered

5. Provide a motivating supportive learning environment for all

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Problem-centered
the learners.
~~~~~
 Topic
Principles of Child-Centered Curriculum Approach
Subject-centered
Design The child-centered approach in illustrated in the example below:
Learner-centered
Design School X is anchored on the theory of multiple intelligences in all its
Problem-centered
curricular and co-curricular activities. Every classroom provides activity
Design centers where children can learn on their own with the different learning
PRINCIPLES OF resource materials. Learners can just choose which learning center to
CHILD-
CENTERED
engage in with different resources. This arrangement allows for the
CURRICULUM capacity of every learner to be honed. It also allows learning how to
APPROACH
learn, hence will develop independence. The teacher acts as guide for
Subject-centered
every learner. The learner sets the goal that can be done within the frame
of time.

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Problem-centered

~~~~~
 Topic
Subject-Centered Approach
Subject-centered
Design This is anchored on a curriculum design which prescribes separate distinct
Learner-centered
subjects for every educational level: basic education, higher education or
Design vocational-technical education. This approach considers the following
Problem-centered
principles:
Design

1.The primary focus is the subject matter.

Child-centered
2. The emphasis is on bits and pieces of information which may be detached from
SUBJECT- life.
CENTERED
APPROACH 3. The subject matter serves as a means of identifying problems of living.

4. Learning means accumulation of content, or knowledge.

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Problem-centered

5. Teacher’s role is to dispense the content.

~~~~~
 Topic
Subject-Centered Approach
Subject-centered
Design Example of subject-centered approach is given below.
Learner-centered
Design In another setting, School Y aims to produce the best graduates in the
Problem-centered
school district. Every learner must excel in all academic subjects to be
Design on top of every academic competition. The higher the level of cognitive
intelligence, the better the learner. Hence the focus of learning is
Child-centered
mastery of the subject matter in terms of content. Every student is
SUBJECT- expected to be always on top in terms of mastery of discipline.
CENTERED Memorization and drill are important learning skills. The school gives
APPROACH
emphasis to intellectual development, and sets aside emotional,
psychomotor and even value development. Success means mastery of

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Problem-centered
the content.
~~~~~
 Topic
Problem-Centered Approach
Subject-centered
Design This approach is based on a design which assumes that in the process of living,
children problems. Thus, problem solving enables the learners to become
Learner-centered
Design increasingly able to achieve complete or total development as individuals.
Problem-centered This approach is characterized by the following views and beliefs:
Design

1. The learners are capable of directing and guiding themselves in resolving

Child-centered problems, thus developing every learner to be independent.

Subject-centered 2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
PROBLEM-
CENTERED
3. The curriculum leads the learners in the recognition of concerns and problems

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APPROACH
in seeking solutions. Learners are problem solvers themselves.

~~~~~
 Topic
Problem-Centered Approach
Subject-centered
Design This approach is based on a design which assumes that in the process of living,
children problems. Thus, problem solving enables the learners to become
Learner-centered
Design increasingly able to achieve complete or total development as individuals.
Problem-centered This approach is characterized by the following views and beliefs:
Design

1. The learners are capable of directing and guiding themselves in resolving

Child-centered problems, thus developing every learner to be independent.

Subject-centered 2. The learners are prepared to assume their civic responsibilities through direct
participation in different activities.
PROBLEM-
CENTERED
3. The curriculum leads the learners in the recognition of concerns and problems

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APPROACH
in seeking solutions. Learners are problem solvers themselves.

~~~~~
 Topic
Problem-Centered Approach
Subject-centered
Design An example of the problem-centered approach is presented below.
Learner-centered
Design School Z believes that a learner should be trained to solve real life
Problem-centered
problems that come about because of the needs, interests and abilities of
Design the learners. Problems persistent in life and society that affect daily
living are also considered. Most of the school activities revolve around
Child-centered
finding solutions to problems like poverty, drug problems, climate
Subject-centered
change, natural calamities and many more. Since the school is using a
problem-based design, the same approach is used. Case study and
PROBLEM- practical work are the teaching strategies that are utilized. Problem-
CENTERED
centered approach has become popular in many schools.

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APPROACH

~~~~~
 Topic

Subject-centered
Design
We have given examples of curriculum design and the
Learner-centered
Design corresponding approaches. Again, the choice of the
Problem-centered design is influenced by philosophical and
Design
Approaches to psychological beliefs of the designer. It is very
Curriculum Design
Models important that as a curricularist, you will be able to
understand the different design models and how to
~~~~~ approach each one.

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 Topic

Subject-centered
Design

Learner-centered
Design

Problem-centered
Design
Approaches to
Curriculum Design
Models
END OF LESSON 3.2
~~~~~

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