CHAPTER 2

CRAFTING
THE
CURRICULUM
 THE TEACHER AS A CURRICULUM
DESIGNER
A curriculum as planned
 Every teacher as a
sequence of learning
curricularist should be
experiences should be at
involved in designing a
the heart and mind of every
curriculum.
teacher.

Designing a curriculum a very challenging task.

It is here where the style and creativity of the

teacher come in.

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Desired Learning Outcomes:
 Identify the fundamentals of curriculum
designing.
 Appreciate the task of designing a curriculum.

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Hello!
I am Brexter Cedeno
Reporter #1

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FUNDAMENTALS OF
CURRICULUM
DESIGNING

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 Building in Peters Oliva's 10
Axioms for Curriculum Designers
1. Curricululum change is inevitable, necessary,
and desirable.
Early it was stated that ne of the characteristics of curriculum
is its being dynamic. Because of this, teacher should respond to
changes that occur in schools and in its context. societal development
and knowledge revolution come so fast that need to address the
changing condition requires new curriculum designs.

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2. Curriculum is product of its time .
A relevant curriculum should respond to change brought
about by current social forces, philosophical position
,psychological principles new knowledge, and educational
reforms. this is also called timeliness.

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 changes that occur can coexist and oftentimes overlap for
long periods of time.

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4. Curriculum change depends in people who will implement
the change.
Teachers who will implement the curriculum should be involved
on its development , hence should know how to design a curriculum.

5. Curriculum development is a cooperative Group activity.

Group decisions in some aspect of curriculum development are
suggested. consultation with stakeholders when possible will add to a sense of
ownership. even learners should participate in some aspect of curriculum
designing any significant change in the curriculum should involve a broad
range of stakeholders to gain their understanding, support, and input.

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Hello!
I am Maricel Nugas
Reporter #2

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6. Curriculum development is a decision-making process
made from choices of alternatives.

7. Curriculum development is an on going process.

8. Curriculum development is more effective if it is a

comprehensive process, rather than a " piecemeal ".

9. Curriculum development is more effective when it follows a

systematic process.

10. curriculum development starts from where the curriculum

is.

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Major components or elements in curriculum are answers the
following questions:

1. What learning outcomes need to be achieved? (Intended

Learning Outcomes)
2. What content should be included to achieve the learning
outcomes? ( Subject Matter )
3. What learning experiences and resources should be
employed? ( Teaching - Learning Methods )
4. How will the achieved learning outcomes be measured? (
Assessment of AChieved Learning Outcomes )

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Hello!
I am Cindy Bert Noro
Reporter #3

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Hello!
I am Jailyn Say a
Reporter #4

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Approaches To Curriculum Designing

Types Of Curriculum Design

1.Subject-centered design
the subject-centered design corresponds
mostly to the textbook because textbooks are
usually written based the specific subjects or
course..

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2.Subject design
is the oldest and so far the most familiar
design for teachers, parents and other laymen.

3.Discipline design
this curriculum design model is related to the
subject design. However, while subject design centers
only on the cluster of content, discipline design
focuses on academic disciplines

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Hello!
I am Irene Grace Heramil
Reporter #5

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1.3 Correlation design
Coming from a core, correlated curriculum
design links separate subject designs in order to
reduce fragmentation. Subject are related to one
another and still maintain their identity.
1.4 Broad field design/ interdisciplinary
This design was made to cure the
compartmentalization of the separate subject and
integrate the contents that are related to one another.

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 Hello!
I am Joriza Faye Batobalonos
Reporter #6

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 2. Learner-Centered Design
2.1 Child-centered design
- This design is often attributed to the influence of John
Dewey, Rouseau, Pestalloza and froebel.
- This curriculum design is anchored on the needs and
interests of the child.

2.2 Experience-centered design

- This design is similar to the child-centered design.
- Believes that the interests and needs of learners cannot be pre-
planned. Instead, experiences of the learners become the starting
point of the curriculum.

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2.3 Humanistic design
-The key influence in this curriculum design is Abraham
Maslow and Carl Rogers.
- Maslow's theory of self-actualization explains that a person
who achieves this level is accepting of self, others and nature;
is simple, spontaneous and natural; is open to different
experiences; possesses empathy and sympathy towards the
less fortunate among the many others.
- Carl Rogers, on the other hand, believed that a person can
enhanced self-understanding, the basic attitude to guide
behavior

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Hello!
I am Mel Ian Galope
Reporter #7

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• Problem-centered design draws on social problems,
needs, interest and abilities of the learners.

•There are those that center on life situations,

contemporary life problems, areas of living and many
others.

• In this curriculum, content cuts across subject

boundaries and must be based on the needs, concerns
and abilities of the students.
T
wo Examples of
• It uses the past and the present experiences of learners as a means to
analyze the basic areas of living.

• As a starting point, the pressing immediate problems of society and the

students existing concern are utelized.

• Based on Herbert Spencer’s curriculum writing, his emphases were activities

that sustain life, enhance life, aid in rearing children, maintain the individual’s
social and political relations and enhance leisure, task and feelings.

• The connection of subject matter to real situation increase the relevance of the
curriculum.
• It centers on general education and the problems are
based on common human activities.

• The central focus of the core design includes common

needs, problems, and concerns of the learners.

• Popularized by France and Bossing in 1959, it prevented

ways on how to proceed using core design of a curriculum.
These are the steps:

Step 1. Make group consensus on important problems.

Step 2. Develop criteria for selection of important problem.
Step 3. State and define the problem.
Step 4. Decide on areas of study, including class grouping.
Step 5. List the needed information for resources.
Step 6. Obtain and organize information.
Step 7. Analyze and interpret the information.
Step 8. State the tentative conclusions.
Step 9. Present a report to the class individually or by group.
Step 10. Evaluate the conclusions.
Step 11. Explore other avenues for further problem solving.
Reporter #8
Hello!
I am Peter Jhon Bisaga
Reporter #8

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 Approaches to Curriculum Design
1.) Child or Learner-Centered Approach
This approach to a curriculum design is based
on the underlying philosophy that the child or the
learner is the center of the educational process. It
means that the curriculum is constructed based on
the needs, interest, purposes and abilities of the
learners. The curriculum is also built upon the
learners knowledge, skills, previous learning's and
potentials.

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¤ Principles of Child-Centered Curriculum 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 differentiated instruction or teaching.
5. Provide a motivating supportive learning
environment for all the learner.

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2.) Subject-Centered Approach
This is anchored on curriculum design which
prescribes separate distinct subjects for every
educational level : Basic education, Higher education
or vocational-technical education.

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This approach considers the ff. principles.
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. Teachers role is to dispense the content.

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3.) Problem-Centered Approach
This approach is based on a design which
assumes that in the process of living, children
experience problems. Problem solving enables the
learners to become increasingly able to achieve
complete or total development as individuals

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¤ Thisapproach is characterized by the ff.
views and beliefs:
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 of diff. activities.
3. The curriculum leads the learners in the recognition of
concerns and problems in seeking solutions. Learners are
problem solvers themselves.

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Our process is easy

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Let’s review some concepts
Yellow
Is the color of gold, butter and
ripe lemons. In the spectrum
of visible light, yellow is found
between green and orange.
Yellow
Is the color of gold, butter and
ripe lemons. In the spectrum
of visible light, yellow is found
between green and orange.
Blue
Is the colour of the clear sky
and the deep sea. It is located
between violet and green on
the optical spectrum.
Blue
Is the colour of the clear sky
and the deep sea. It is located
between violet and green on
the optical spectrum.
Red
Is the color of blood, and
because of this it has
historically been associated
with sacrifice, danger and
courage.
Red
Is the color of blood, and
because of this it has
historically been associated
with sacrifice, danger and
courage.
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54
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Thanks!
Any questions?
You can find me at:
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+ user@mail.me

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Credits
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