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Types of Curriculum Design: Presented By: Judith B. Pacheco
Types of Curriculum Design: Presented By: Judith B. Pacheco
Curriculum Design
Presented by: Judith B. Pacheco
The curriculum components can be arrange in
various ways. But, in spite all the discussion about
postmodern beliefs of knowledge and making
curricula for social awareness and freedom. Most
curricula design are interpretations or versions of
three basic design, they are: (1) subject-centered,
(2) learner-centered design, and (3) problem-
centered designs. Each category comprises
several examples as cited in the chart below.
SUBJECT-
CENTERED
DESIGNS
Among the curriculum designs, the most popular and
widely used is the centered designs. Its knowledge and
content are well accepted as integral parts of the
curriculum and it has the most classifications. Concepts
dominant to a culture are mostly emphasized than weak
ones. Content is to schooling in our culture, thus, we
have many concepts to interpret for our society.
1. SUBJECT DESIGN
-The oldest and best known design to both teachers
and laypeople.
-Reflects a mental discipline approach to learning.
-Subject that comprise this curriculum design include
language (reading,writing, grammar, literature,
mathematics, science, history, and foreign langauges.
-Current attention on “standards” reflects the subject
design.
-Assume that the subjects are best outlined in
textbooks.
-Crtics say the design stresses content and neglects
students needs, and experience.
2. DISCIPLINE DESIGN
- Became popular during the 1950s and reached its
zenith in the mid-1960s.
- Advocates of this approach believe that the school is a
microcosm of the world of intellect and that the
diciplines reflect that world.
- The manner in which content is to be learned is
suggested by the methods schoolars use to study
information in their fields(e.g., students in history
would approach the subject matter as would a
historian).
- Emphasis on discipline reflects Jerome Bruner’s
classic book, The process of Education. One should
organize the curriculum according to the
structure of the discipline. Bruner argued that
students are able to comprehend the
fundamental priciples of any subject at almost
any age- such understanding does not need to
wait until adolescence or adulthood.
- Critics state that the greatest shortcoming of
this design is that is the causes of the schools
to ignore the vast amount of information that
cannot be classified as discipiline knowledge
(e.g.. Cocational education aesthics).
3. BROAD- FIELDS DESIGN