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Adeljonica Mesiano

CURRICULUM
DESIGN
ELEMENTS OF CURRICULUM DESIGN

 1. Aims and objectives


 2. Content and learning experiences

 3. Method and organization

 4. Evaluation
SUBJECT-CENTERED
DESIGN
SUBJECT-CENTERED DESIGN

 The emphasis is on making the


learners absorb as much knowledge
as possible concerning a particular
course or broad field.
 Easy to develop and to implement

because highly-structured.
TYPES OF SUBJECT-CENTERED DESIGNS
1. SUBJECT CURRICULUM

 subjects independent in content and time,


based on one of the academic disciplines or
organized subject matter areas.
2. CORRELATED SUBJECTS

 Subjects in two or more areas are related


in content and time.
3. FUSED SUBJECTS

 Idividual identity of each subject is lost.


4. BROAD-FIELDS CURRICULUM

 Broadening and integration or fusion of


several subjects on longer time blocks.
5. CORE
6. SPIRAL CURRICULUM
 Recognizes that students are not ready to learn
certain concepts until they reach the required level of
development and maturity and have the necessary
experiences, some topics treated with corresponding
degree of complexity across levels; provides for
widening horizontal organization of scope, integration
and deepening of knowledge. (vertical sequence,
continuation)
7. MASTERY LEARNING
CURRICULUM
 offers an oppotunity for all students to succeed by
giving them all the time they need to master
objectives through remediation and formative
evaluation without penalty.
8. OPEN EDUCATION
CURRICULUM
 Also called open classroom; built on
philosophical ideas tha allows students to be
free to discover important knowledge; teachers
as major curriculum developers.
9. PROBLEM SOLVING
CURRICULUM
 Learning-centered; students are guided to
discover answers to problems, to understand
concepts and generalizations to master the
discipline.
LEARNER-CENTERED
DESIGN
2. DISCIPLINE DESIGN

 Discipline refers to specific knowledge and


through a method use to study a specific
content of their fields.
5. PROCESS DESIGN
 Focuses on teaching for intelligence and
fostering intellectual character.
 Postmodern process-design encourages

students to not only analyze conclusions, but


investigate the process used to reach those
conclusions.
LEARNER-CENTERED DESIGN
 May be based on the anticipated needs
and interest of the learners
 Usually built upon normal activities

children engage in (i.e. playing,


storytelling, drawing)
 Content is not organized into subjects

 (Math, Science, etc.) but into course


works (playing, storytelling)
PROBLEM-CENTERED
DESIGN
PROBLEM-CENTERED DESIGN

 Focuses on individual and society’s real-


life problems.
 Based on social issues, life situations,

areas of living and reconstructing


society.
 Differ from learner-centered designs
because them are planned before
students arrive.
end

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