Approaches

to
Curriculum
Design
Discussant: Manalo, Christle Joy
C.
Objectives
At the end of the discussion, the students can:

01 identify some familiar approaches to curriculum

designs;
02 analyze the approaches in the light of how these
are applied in the school setting; and

03 differentiate the different approaches to

curriculum design.
“Education is not
the filling of a pail,
but the lighting of a
fire.” – William Butler Yeats
3 Problem –
Centered Approach
Subject- Centered
2
Approach
Child or Learner-
Centered
1 Approach
 Child or
Learner-Centered
Approach
 Child or Learner-Centered Approach

This approach to curriculum design

is based on the underlying
philosophy that the child or the
learner is the center of the
educational process.
Principles for Child or
Learner- Centered
Curriculum Approach
01
Acknowledge and
respect the
fundamental
rights of the child.
02
All activities shall
revolve around
the overall
development of
the learner.
03
Consider the
uniqueness of
every learner in a
multicultural
classroom.
04
Consider using
differentiated
instruction or
teaching
05 Provide a
motivating,
supportive
learning
environment for
all learners.
Subject-Centered
Approach
 Subject-Centered Approach

The Subject-Centered Approach

is anchored on a curriculum
design that prescribes separate,
distinct subjects for every
educational level.
Principles for subject-
Centered Approach
01
The primary
focus is on the
subject matter
02
The emphasis is on
bits and pieces of
information which
may be detached
from life.
03
The subject
matter serves as
a means of
identifying
problems of
living.
04
Learning
means
accumulation
of content or
knowledge
 05
Teacher’s role is
to dispense the
content.
Problem-Centered
Approach
 Problem-Centered Approach

This approach is based on

a design that assumes that
in the process of living,
children experience
problems.
Views and beliefs
characterize
Problem-Centered
Approach
 The learners can
direct and guide
themselves in
resolving problems,
thus developing
every learner to be
independent.
 The learners are
prepared to assume
their civic
responsibilities
through direct
participation in
different activities.
 The curriculum
leads the learners
to recognize
concerns and
problems in
seeking solutions.
Summarization
Problem – Centered
3 Approach

Subject- Centered
2 Approach

1 Child or Learner-
Centered Approach
Approaches to
Child or Learner- Subject-Centered Problem-Centered
Curriculum
Centered Approach Approach Approach
Design
Teacher Guide Master Trainer
Learners Most important/center of Competitors/ next Problem-solvers/
the educational process masters independent
What to teach What learners want to Subject matter content Practical work
learn/ accomplish which is detached from (example: creation and
life development of your own
school, its VGMO and
curriculum, business,
social construction skills)
How to teach Self-discovery, self- Intellectual practices Direct participation
direction (example: cram reviews) (example: case study)

Performance Performance compared to Learner’s mastery of Dealing with life and its
(Measurement) learner’s own set of goals the subject content problems
Partners Parents Community
END
SLIDE
Reference/s:

Bilbao, P. B., Corpuz, B. B., &

Dayagbil, F. T. (2014). Curriculum
development for teachers.
Lorimar Publishing, Inc. Quezon
City, Metro Manila, Philippines.
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