Read and understand or read more on Slides 87-122 of our handouts.

Analyze the sample lesson

plan I will post in the classroom in terms of the following: (1) Curriculum design model used, (2)
dimensions of curriculum design, and (3) Principle for sequence applied.

The Curriculum Design Models are Subject-centered, Learner Centered and Problem-
centered. The Subject-centered Design Model revolves around a particular subject matter or
discipline. For example, a subject-centered curriculum may focus on math or biology. This type
of curriculum design tends to focus on the subject rather than the individual. To sum up it
includes subject design, discipline design , correlation design and broad field
design/interdisciplinary . The Subject Design it is the most familiar design which is refers to
what subjects are you teaching/taking that contents learning. The second one is the Discipline
Design it focuses on academic discipline. Disciplines refers to specific knowledge learned
through a method which the scholars use to study a specific contents of their fields it is usually
used in college. The Third one is Correlation Design this comes from a core, correlated
curriculum design that links separate subject designs in order to reduce fragmentation. Subjects
are related to one another but each subject a maintains its identify. The last is Broad field
design/interdisciplinary this design was made to prevent the compartmentalization of subjects
and integrate the contents that are related to each other.
In addition the Learner-Centered Design Model focuses on the quality of student learning
(Barr & Tagg, 1995). It is based on the understanding that each learner has different
characteristics and these characteristics should be employed to elevate both training and learning.
It includes child-centered design, experience-centered design and humanistic-centered design.
The child-centered design, the co-create their learning objectives and goals together with
teachers. Because we capitalize on the children's interests and empower them to take an active
role, we find children are emotionally invested in their own learning. When children are
emotionally invested, they are willing to explore in-depth and are able to reach deeper levels of
understanding. For children, child-centered curriculum just feels like fun!. Experience-centered
Design Model is similar to child-centered design. It focus remains to be the child, experience
centered design believes that the interest and needs of learner cannot be pre planned. Instead,
experiences of the learners become the starting point of the curriculum, thus the school
environment is left open and free. The emerged of the multiple intelligence theory blend well
with this design. The last learner-centered design model is Humanistic Design it is the
development of self is the ultimate objective of leaning. It stresses the whole person and the
integration of thinking, feeling and doing. It considers the cognitive, affective and psychomotor
domains to be interconnected and must be addressed the curriculum. It stresses the development
of positive self-concept and interpersonal skills.
Furthermore in Curriculum Design Models we have the Problem-centered teaches
students how to look at a problem and formulate a solution. A problem-centered curriculum
model helps students engage in authentic learning because they're exposed to real-life issues and
skills, which are transferable to the real world. There are two contents of these curriculum design
the Life-situation Design and Core Design. The Life-situation uses the past and present
experiences of learners as a means to analyze the basic areas of living. As a starting point, the
pressing immediate problems of the society and the student’s existing concerns are utilized.
Based on Herbert Spencer’s curriculum writing, his emphases were activities that sustain life,
enhance life, and in rearing children, maintain the individual’s social and political relations and
enhance leisure, tasks and feelings. The connection of subject matter to real situations increases
the relevance of the curriculum.

In Curriculum there are Six(6) Dimension of Curriculum Design; Scope, Sequence,

Continuity, Integration, Articulation, and Balance. Scope define as all the content, topics,
learning experiences and organizing threads comprising the educational plan. - the terms broad,
limited, simple, general are few of the words that can describe the scope. This process enables
the learner to strengthen the permanency of learning and development of skills. In sequence
contents and experiences are arrange in hierarchical manner where the basis can either be logic
of the subject matter or on the developmental patterns of growth of the cognitive, affective and
psychomotor domains. Continuity the vertical repetition and recurring appearances of the
content provide continuity in the curriculum. This process enables the learner to strengthen the
permanency of learning and development of skills. This is the essence of integration in the
curriculum design. In Integration “Everything is integrated and interconnected. Life is a series of
emerging themes.” This is the essence of integration in the curriculum design. Organization is
drawn from the world themes from real life concerns. Subject matter content or disciplined
content lines are erased and isolation is eliminated. The Articulation can be done either vertically
or horizontally. In vertical articulation, contents are arranged from level to level or grade to
grade so that the content in a lower level is connected to the next level. The last but not the list is
Balance is equitable assignment of content, time, experiences and other elements to
establish balance is needed in curriculum design. Keeping the curriculum “in balance” requires
continuous fine tuning and review for its effectiveness and relevance.
To sum up there are principles for sequence applied. These four(4) are Sample to
complex, Prerequisite learning, Whole to part, and Chronological learning. Simple-to-complex
learning indicates the content is optimally organized in a sequence proceeding from easy (often
concrete) to more difficult (often abstract) content. Prerequisite learning works on the
assumption that bits of information must be grasped before other bits can be comprehended
(fundamental things must be learned ahead). Whole-to-part learning is arranged so that the
content or experience is first presented in an overview that provides students with a general idea
of the information or situation. (an overview before the specific content or topics).
Chronological learning refers to content whose sequence reflects the times of real-word
occurrences. History, political science and world events are organized chronologically (the order
of events).