1. \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study

2. Curriculum Design Adoracion C. Cunanan UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study

3. Curriculum design is a statement which identifies all the elements of the curriculum, states what their relationship are to each other and indicates the principles of organization and the requirements of the organization for the administrative conditions under which it is to operate. Hilda Taba CURRICULUM DESIGN

4. A list of subjects to be transmitted and learned that is a syllabus Details of methods and times that is a timetable What a curriculum is not

5. SUBJECT-CENTERED CURRICULUM Curriculum Design Model  This model focuses on the content of the curriculum.  The subject centered design corresponds mostly to the textbook written for the specific subject.

6. SUBJECT-CENTERED CURRICULUM Curriculum Design Model The subject-centered curriculum can be focused on traditional areas in the traditional disciplines interdisciplinary topics that touch on a wide variety of fields on processes such as problem solving on the goal of teaching students to be critical consumers of information.

7. SUBJECT-CENTERED CURRICULUM Curriculum Design Model

8. Objectives of subject centered curriculum To transfer cultural heritage To represent knowledge To impact informatio n

9. Drawbacks of subject centered curriculum  Ignores interest of students  No process of insight or thinking  Rote memory  Neglects social problems and demands  Passive learning

10. SUBJECT-CENTERED CURRICULUM Curriculum Design Model In the Philippines, our curricula in any level is also divided in different subjects or courses. Most of the schools using this kind of structure aim for excellence in the subject matter content.

11. SUBJECT-CENTERED CURRICULUM Curriculum Design Model  Students in history should learn the subject matter like historians, and so with students in mathematics should learn how mathematicians learn.  The discipline design model of curriculum is often used in college.  Discipline becomes the degree program.

12. 2. LEARNER-CENTERED CURRICULUM Curriculum Design Model 1.Child-centered design (John Dewey, Rouseau, Pestallozi, and Froebel ) It 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. One learns by doing. Learners interact with the teachers and the environment.

13. LEARNER-CENTERED CURRICULUM Curriculum Design Model 2.Experience-Centered design  The school environment is left open and free.  Learners are made to choose from various activities that the teacher provides.  The learners are empowered to shape their own learning from the different opportunities given by the teacher.

14. LEARNER-CENTERED CURRICULUM Curriculum Design Model 3.Humanistic design Abraham Maslow and Carl Rogers Maslow The development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing

15. 2. LEARNER-CENTERED CURRICULUM Curriculum Design Model In learner centered curriculum there is a link between courses and children psychology. It is according to the interest and tendency of children. It facilitate the mind of children because it fulfills their psychological and mental requirements.

16. LEARNER-CENTERED CURRICULUM Curriculum Design Model Advantages: 1.It gives power to the learners: they are identified as the experts in knowing what they need to know. 2.The constructivist element of this approach honors the social and cultural context of the learner.

17. LEARNER-CENTERED CURRICULUM Curriculum Design Model Advantages: 3. It creates a direct link between in-class work and learners' need for literacy outside the classroom.

18. LEARNER-CENTERED CURRICULUM Curriculum Design Model Disadvantages: 1.It often relies on the teacher's ability to create or select materials appropriate to learners' expressed needs. 2.Teachers may also find it difficult to strike an acceptable balance among the competing needs and interests of students.

19. Alternative Methods for a Learner-Centered Curriculum ( These are only suggestions for supplementing your style, not substituting for it) Individualized diagnosis and (some) course objectivesLearning contracts Programmed learning sequencesOrganize structured drills Multi-sensory instructional activitiesPaired activities Student-designed creative activitiesDesign task cards Small-group activities (in and out of class) Role play Design competitive gamesRead aloud Design problem solving gamesSit on the floor in a circle Focus on team learning/peer teachingStandard lecture Change the seating configurationsTeacher demo nstrations

20. 3- PROBLEM-CENTERED CURRICULUM Curriculum Design Model Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved

21. 3- PROBLEM-CENTERED CURRICULUM Curriculum Design Model Types of problems to be explored may include:  Life situations involving real problems of practice  Problems that revolve around life at a given school  Problems selected from local issues  Philosophical or moral problems

22. 4. INTEGRATED CURRICULUM Curriculum Design Model Integrated curriculum is basically adding another element to existing materials or activities.

23. “Educators seem especially interested in the development and use of curriculum integration as a means of increasing student interest and student knowledge” Beane, 1995.4. INTEGRATED CURRICULUM Curriculum Design Model

24. , that needs to be solved A curriculum can change the face of a nation