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    Curriculum Design Models

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    Babylyn Morallos
    The document discusses several learner-centered curriculum design models: 1. The learner-centered design places the learner at the center of the educational process and considers their needs, interests, and environment. This includes child-centered and experience-centered designs. 2. The problem-centered design draws on social problems and interests of learners, with content cutting across subjects. This includes life-situations design and core design, which focus on common human activities and problems. 3. The core curriculum design presented by Faunce and Bossing involves selecting a problem, reaching consensus, defining the problem, deciding areas of study, obtaining and analyzing information, and presenting conclusions.

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    Curriculum Design Models

    Uploaded by

    Babylyn Morallos
    77 views15 pages
    The document discusses several learner-centered curriculum design models: 1. The learner-centered design places the learner at the center of the educational process and considers their needs, interests, and environment. This includes child-centered and experience-centered designs. 2. The problem-centered design draws on social problems and interests of learners, with content cutting across subjects. This includes life-situations design and core design, which focus on common human activities and problems. 3. The core curriculum design presented by Faunce and Bossing involves selecting a problem, reaching consensus, defining the problem, deciding areas of study, obtaining and analyzing information, and presenting conclusions.

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    The document discusses several learner-centered curriculum design models: 1. The learner-centered design places the learner at the center of the educational process and considers their needs, interests, and environment. This includes child-centered and experience-centered designs. 2. The problem-centered design draws on social problems and interests of learners, with content cutting across subjects. This includes life-situations design and core design, which focus on common human activities and problems. 3. The core curriculum design presented by Faunce and Bossing involves selecting a problem, reaching consensus, defining the problem, deciding areas of study, obtaining and analyzing information, and presenting conclusions.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    77 views15 pages

    Curriculum Design Models

    Uploaded by

    Babylyn Morallos
    The document discusses several learner-centered curriculum design models: 1. The learner-centered design places the learner at the center of the educational process and considers their needs, interests, and environment. This includes child-centered and experience-centered designs. 2. The problem-centered design draws on social problems and interests of learners, with content cutting across subjects. This includes life-situations design and core design, which focus on common human activities and problems. 3. The core curriculum design presented by Faunce and Bossing involves selecting a problem, reaching consensus, defining the problem, deciding areas of study, obtaining and analyzing information, and presenting conclusions.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 15

    Curriculum Design Models

    Part 2
    2. Learner - Centered Desi
    gn

    Among the progressive educational


    psychologists, the learner is the center of
    the educative process.
    This emphasis is very strong in the
    elementary level, however more concern
    has been placed on the secondary and even
    the tertiary levels.
    a. Child - Centered
    Design

    The curriculum design is anchored on


    the needs and interests of the child. The
    learner is not considered as a passive
    individual but as one who engages with
    his/her environment.
    Learning is a product of the child's
    interaction with the environment.
    This design is often attributed to the influence
    of:

    John Dewey Rousseau Pestallozi Froebel


    b. Experience - Centered Design

    This design is similar to the child -


    centered design. Although, the child remains
    to be the focus, experience-centered design
    believes that interests and needs of learners
    cannot be pre-planned. Instead,
    experienceds of the learners become the
    starting point of the curriculum.
    c. Humanistic design

    In a humanistic curriculum design, the


    development of self is the ultimate objective of
    learning. 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 in the curriculum.
    Abraham Maslow's Theory of self-actualiz
    ation
    explains that a person who
    achieves this level is
    accepting of self, others and
    nature; is simple,
    spontaneous and natural;
    open to different
    experiences; possesses
    emphaty and sympathy
    towards the less fortunate,
    among many others.

    Maslow's theory of
    self-actualization
    Carl Rogers

    Person can enhance


    self-directed learning
    by improving self
    understanding and
    basic attitudes to
    guide behavior.
    3. Problem-Centered Desig
    n

    - draws on social problems, needs,


    interest and abilities of the learners.
    Various problems are given emphases. In
    this curriculum, content cuts across
    subject boundaries and must be based on
    the needs, concerns and abilities of the
    students.
    a. Life-situations design

    What makes the design unique is


    that the contents are organized in ways
    that allow students to clearly view problem
    areas clearly. It uses the past and the
    present experiences of learners as a means
    to analyze the basic areas of living.
    b. Core Design

    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, concerns of the learners.
    The Core Curriculum Design
    FAUNCE AND BOSSING (1959)
    -presented ways on how to proceed following a
    core design of a curriculum as follows:

    1. The problem is selected by 4. The problem is clearly


    either the teacher or stated and define.
    students. 5. Areas of study are decided,
    2. A group consensus is including dividing the class by
    made to identify the individual or group interests.
    important problems and 6. needed information is listed
    interest of the class. and discussed.
    3. Problems are selected on 7. Resources for obtaining
    the basis of developed information are listed and
    criteria for selection. discussed.
    8. Information is obtained 11. A report is presented to
    and organized. the class on an individual or
    9. Information is analyzed group basis.
    and interpreted. 12. Conclusions are
    10. Tentative conclusions evaluated.
    are stated and tested. 13. New avenues of
    exploration toward for the
    problem solving are
    examined.
    THANK YOU!

    Presented by: Angelica V. Dela


    Cruz BSED 2 FILIPINO

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