Holy Rosary Major Seminary

Concepcion Pequena, Naga City

Philosophy Department

Subject: RE9 (Preparation of Curriculum Materials) Course: Philo 4 Unit: 3

Term: 2nd semester 2022 Time: 10:30-12:00 Thursdays/7:30- 9:00 Fridays

Name: Sem. Jonathan DePadua Racelis Course/ Year: Philosophy IV

Module II: Crafting the Curriculum

Lesson 3. Approaches to Curriculum Design

PROBLEM-CENTERED APPROACH

The problem-centered approach offers a vehicle for achieving the curriculum's aims and
objectives. According to research and international studies, our pupils are competent in processes
but lack the conceptual knowledge necessary to address issues. In order to solve complicated
issues in the world they will live and work in; students will need to obtain, organize, and
evaluate data. It seems only natural to offer a school environment where students confront
similar challenges. In the real world, kids will not face challenges that need them to choose from
a list of various options.

In a PBL classroom, the instructor serves as a coach or mentor. Because one of the
significant purposes of PBL is to teach students how to solve issues, they will need to be led
through the problem-solving process. A teacher may act as a model problem solution by asking
questions alongside the pupils. In a mathematics classroom, what function does problem-solving
play? The emphasis of problem-solving is on the student's understanding of mathematical
concepts. Students engage in mathematics in a problem-solving environment rather than in
isolation when students solve problems. Students are encouraged to trust in their abilities to think
mathematically via problem-solving.

One could wonder what a problem-centered approach may entail; the rationale behind a
problem-centered curriculum (CMP) focuses on solving problems. This implies that critical
mathematical concepts are woven into fun tasks. Individually, in groups, or with the whole class,
students build knowledge and expertise as they go through a cohesive set of tasks.

Students need to solve problems because one can never know when confronted with
unfamiliar challenges or situations; students must have the capacity to use problem-solving
abilities. Learning is also enhanced by the development and use of problem-solving abilities. The
challenge should hold students' attention, be significant, and allow for a variety of answers.
 ENRICHMENT

Identify what kind of approach is utilized in the following descriptions:

1. Activities are chosen based on the developmental growth of the learners. - Child or
Learner-Centered Approach

2. The teacher’s focus is that all children get perfect in the test. - Child or Learner-
Centered Approach

3. Teacher excuses the learner from the test because a typhoon hit their area. - Child or
Learner-Centered Approach

4. The teacher extends class up to 1:00 o’clock in the afternoon because they have not
understood the lesson yet. - Subject-Centered Approach

5. Children are allowed to do activities that they like most during their vacant period. -
Child or Learner-Centered Approach

6. Lesson ends up with concept application to solve a problem. - Problem-Centered

Approach

7. No child is left behind in reading, writing and arithmetic. - Child or Learner-Centered

Approach

8. School means “survival of the fittest”. - Problem-Centered Approach

9. Learning is measured in terms of learner’s ability to solve dilemma. - Problem-Centered

Approach

10. Only the best can succeed. - Subject-Centered Approach