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The document discusses curriculum design models and the role of teachers as curriculum designers. It outlines 3 main types of curriculum design: 1) subject-centered, which focuses on content; 2) learner-centered, which focuses on the needs of students; and 3) problem-centered, which draws on social problems. It also provides details on various approaches a teacher may take based on the design model and 10 fundamentals of effective curriculum design, such as involving stakeholders and having a systematic process.
The document discusses curriculum design models and the role of teachers as curriculum designers. It outlines 3 main types of curriculum design: 1) subject-centered, which focuses on content; 2) learner-centered, which focuses on the needs of students; and 3) problem-centered, which draws on social problems. It also provides details on various approaches a teacher may take based on the design model and 10 fundamentals of effective curriculum design, such as involving stakeholders and having a systematic process.
The document discusses curriculum design models and the role of teachers as curriculum designers. It outlines 3 main types of curriculum design: 1) subject-centered, which focuses on content; 2) learner-centered, which focuses on the needs of students; and 3) problem-centered, which draws on social problems. It also provides details on various approaches a teacher may take based on the design model and 10 fundamentals of effective curriculum design, such as involving stakeholders and having a systematic process.
curriculum designer, curriculum implementer and curriculum evaluator . These threefold functions are embedded in the teaching profession. Types of Curriculum Design Models
I. Subject – Centered Design
Centered design corresponds
mostly on textbooks Focuses on the content of the curriculum Aim for excellence in the subject matter content I. Subject – Centered Design
A. Subject Design
Oldest and the most familiar
design for teachers, parents, laymen and advocates. Easy to deliver Complementary books are written & support instructional materials are commercially available I. Subject – Centered Design
B. Discipline Design
Focuses on academic disciplines
Learned through a method which the scholars use to study a specific content in their fields Often used in college I. Subject – Centered Design
C. Correlation Design
Links separate subjects designs
in order to reduce fragmentation Subjects are related to one another but each maintains its identity I. Subject – Centered Design
D. Broad Field Design/ Interdisciplinary
Prevent the compartmentalization of
subjects & integrate the contents that are related to each other Sometimes called holistic curriculum
-Broad field design draws around
themes and integration Types of Curriculum Design Models
II. Learner – Centered Design
Among the progressive
educational psychologists, the learner is the center of the educative process. II. Learner – Centered Design
A. Child – centered design
Anchored on the needs and interest
of the child Learner learns by doing Learners interact with the teachers & environment Collaborative effort between teachers & students on planning lessons II. Learner – Centered Design
B. Experience – centered design
Believes that the interests and needs
of learners cannot be pre-planned Time is flexible and children are free to make options Activities revolve around different emphasis such as touching, imagining, relating & others II. Learner – Centered Design
C. Humanistic design
Development of self is the ultimate
objective of learning It considers the cognitive, affective, and psychomotor domains to be interconnected and must be addressed in the curriculum Types of Curriculum Design Models III. Problem – Centered Design
Draws on social problems, needs,
interest, and the abilities of the learners Emphases on life situations, contemporary life problems, areas of living & many others III. Problem – Centered Design
A. Life – situation design
Pressing immediate problems of the
society and the students’ existing concerns are utilized The connection of subject to real situations increase the relevance of the curriculum III. Problem – Centered Design
B. Core – problem design
Centers on general education and the
problems are based on human activities Central focus includes common needs, problems and concerns of the learner How will a particular design be approached by a teacher? Child or Learner – Centered Approach 1. Acknowledge and respect the fundamental rights of the child. 2. Make all activities revolve around the overall development of the learner. 3. Consider the uniqueness of every learner in a multicultural classroom. 4. Consider using differentiated instruction or teaching. 5. Provide a motivating supportive learning environment for all the learner. Subject – Centered Approach
1. The primary focus is the subject
matter. 2. The emphasis is on bits and pieces of information which may be detached from life. 3. The subject matter serves as a means of identifying problems of living. 4. Learning means accumulation of content, or knowledge. 5. Teacher’s role is to dispense the content. Problem – Centered Approach 1. The learners are capable of directing and guiding themselves in resolving problems, thus developing every learner to be independent. 2. The learners are prepared to assume their civic responsibilities through direct participation in different activities. 3. The curriculum leads the learners in the recognition of concerns and problems in seeking solutions. Learners are problem solvers themselves. THE TEACHER AS CURRICULUM DESIGNER Fundamentals of Curriculum Designing 1. Curriculum change is inevitable, necessary and desirable. - One of the characteristics of curriculum is its being dynamic. Societal development and knowledge revolution come so fast that the need to address the changing condition requires new curriculum designs. Fundamentals of Curriculum Designing 2. Curriculum reflects as a product of its time. - A relevant curriculum should respond to changes brought about by current social forces, philosophical positions, psychological principles, new knowledge and educational reforms. This is also called timelines. Fundamentals of Curriculum Designing 3. Curriculum changes made earlier can exist concurrently with newer curriculum changes. - A revision in a curriculum starts and ends slowly. More often, curriculum is gradually phased in and phased out thus the change that occurs can coexist and oftentimes overlaps for long periods of time. Fundamentals of Curriculum Designing 4. Curriculum change depends on people who will implement the change. Teachers who will implement the curriculum should be involved in its development, hence should know how to design a curriculum. This will assure an effective and long lasting change. Fundamentals of Curriculum Designing 5. Curriculum development is a cooperative group activity. - Group decisions in some aspects of curriculum development are suggested. Consultations with stakeholders when possible will add to sense of ownership. Any significant change in the curriculum should involve a broad range of stake holders to gain their understanding, support and input. Fundamentals of Curriculum Designing 6. Curriculum development is a decision-making process made from choices of alternatives. - A curriculum developer or designer must decide what contents what teach, philosophy or point of view to support, how to provide multicultural groups, what methods or strategies and what type of evaluation to use. Fundamentals of Curriculum Designing 7. Curriculum development is an ongoing process. - Continuous monitoring, examination, evaluation and improvement of curricula are to be considered in the design of the curriculum. Fundamentals of Curriculum Designing 8. Curriculum development is more effective if it is a comprehensive process, rather than a “piecemeal”. - A curriculum design should be based on a careful plan, intended outcomes clearly established, support resources and needed time available and teaching staff pedagogically equipped. Fundamentals of Curriculum Designing 9. Curriculum development is more effective when it follows a systematic process. - A curriculum design is composed of desired outcomes, subject matter content complemented with references, set of procedures, needed materials and resources and evaluation procedure which can be placed in a matrix. Fundamentals of Curriculum Designing 10. Curriculum development starts from where the curriculum is. - Curriculum planners and designers should begin with existing curriculum. An existing design is a good starting point for any teacher who plans to enhance and enrich a curriculum. As the coming administrator we have to answer this following questions to for us to plan in changing our own curriculum. What changed in the way we manage and deliver learning?
What changed in our structures
and relationships?
What changed in our brand as a
school? MY CURRICULUM DESIGN WE MUST WE CAN BY WITH THE HELP OF COLLECT
USE DOING WHEN GOOD
PLAN ENRICH IT TEACH SHARE ERS (It must WILL ACCESS be a & BUILD/ concrete FINISH? SUSTAIN/ doable) YOUNG DIRECT WEMY WITH THE CURRICULUM MUST DESIGN WE CAN for Linkages BY HELP OF COLLECT Facilitate cluster meeting to clarify the kind of Every linkages needed by the school to deliver the Quarte PTA program better r
USE Identify manageable partnership-based 1st Acad.
initiatives that will be carried out though the Month Supervisor program in the school year in S.Y Invite students and parents to focus group At the Admin-board ENRICH end of discussion to uncover their ideas relative to the partnership-based opportunities. Quar.
SHARE Invite head or representative of possible 2nd Supervisor
partnership to meeting about the plans in Month connecting the program to them. in S.Y ACCESS Connect with the partners whose level of 2nd Academic connectedness with our school program in Month Supervisor more defined. in S.Y BUILD/ Facilitate the signing of appropriate After agreements detailing the types, modalities and the Admin-board SUSTAIN/ coverage of partnership-based initiatives. meetin DIRECT g