Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City
College of Teacher Education –Graduate Studies
Website: www.unp.edu.ph
Advanced Curriculum Design
“Report”

UNIT 4
APPROACHES, DESIGN AND DIMENSIONS IN CURRICULUM DEVELOPMENT

 APPROACHES
 a way of dealing with something : a way of doing or thinking about
something. : the act of moving or becoming near or nearer to someone or
something : the act of approaching : an act or occurrence in which something
comes nearer

1. SUBJECT-CENTERED APPROACH
 Anchored on the curriculum design which prescribes different and separate
subjects into one broad field this approach considers the following:
1. The primary focus is the subject matter.
2. The emphasis is on bits and pieces of information which are detached
from life.
3. The continuing pursuit of learning outside the school is not
emphasized. Learning should only take place inside the classroom.
4. The subject matter serves as a means of identifying problems in living.

An example of the Subject-Centered Approach

School Y aims to produce the best graduates in town. Each learner must
excel in all academic fields in order to be on the top of the rank in every
competition. Everyone must master the subject matter content. The higher the
level of cognitive intelligence, the better for the learner. Each child must be
excellent in all fields of discipline. This is the school that develops more attitude
of competition among themselves. Each student must not be second to anyone.
When preparing for a test, this school conducts cram reviews and practice a lot.
The school gives emphasis to intellectual development and sets aside emotional
and psychomotor development. Success means mastery of the subject content.

2. CHILD-CENTERED APPROACH (LEARNER-CENTERED)

 Curriculum design is based on the underlying philosophy that the child 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 learner’s knowledge, skills, leanings and
potentials.

Let us consider these:

1. A new respect for the child is fundamental.
2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
 4. The recognition of the need for using and exploring many media for
self-discovery and self-direction is embraced.

An example of the Child -Centered Approach

School X is anchored on the theory of multiple intelligence in all its
curricular and co-curricular activities. Every classroom is made up of activity
centers where the children are given time opportunity to hone their skills and
capacities. The activities for every learner are differentiated according to students’
abilities, interests and needs. Each child is considered important and each capacity
is respected. Learners are not compared with one another. Learners’ own
performance are compared against targets which they themselves set. The school
does not beelieve in failure, but in success. The teacher’s role is only guide the
learner to what he or she would like to accomplish. The learner sets the goal that
can be done within the framework of time although the minimum requirements of
the Department of Education is still honored. At the end of the year each child’s
performance is compared to his own set goals. All throughout the year, the learner
is the center of education.

3.PROBLEM-CENTERED APPROACH
 Curriculum design which assumes that in the process of living, children
experience problems. Thus, problem solving enables the learners to become
increasingly able to achieve complete or total development as individuals

This approach is characterized by the following views and beliefs:

1. The learners are capable of directing and guiding themselves in
resolving problems, thus they become independent learners.
2. The learners are prepared to assume their civic responsibilities through
direct participation in different activities.
3. The curriculum leads the learners in the recognition of concerns and
problems and in seeking solutions. The learners are considered
problem lovers.

An example of the Child -Centered Approach

School Z believes that a learner should be trained to solve real life
problems that come about because of the needs, interests and abilities of the
learners. Problems persistent with life and society that affect daily living are also
considered. Most of the school activities revolve around solutions to problems
like poverty, drug problems, deterioration of positive values, environmental
concern and may more. Since the school is using the problem-centered approach,
case study as a method of teaching is popularly utilized. Practical work as a
solution to the problem is also used, thus development of business, skills, social
skills, construction skills to solve specific problems are given emphasis. More and
more schools or training centers are utilizing the problem-centered approach.

 CURRICULUM DESIGN
 - The sum of learning stated as educational ends, educational activities, school
subjects and/or topics decided upon and provided within the framework of an
educational institution or in a less formal setup ( Garcia, 2007).

-Refers to the structure or the arrangement of the components or elements of a

curriculum

1. HUMANE EDUCATION DESIGN

 A process that encourages an understanding of the need for compassion and

respect for people.
 The teaching of respect, kindness and compassion in relation to animal
welfare, social justice and environmental issues.
 It can bring forth the desire and capability to live with compassion, integrity
and wisdom as well as provide the knowledge and skills to take action in
meaningful ways that allow humans to live
 Teaches people how to properly care for and respect their companion animals,
such as cats and dogs, and all forms of animal life. It can be used as a tool to
explain the consequences of irresponsible behavior and motivate people to see
the importance of all living creatures other than just ourselves.
 Humane Education is the fostering of respect, understanding, compassion and
responsibility toward all human beings, animals and the environment. It is an
exploration of how we share the world with other living beings
 Humane Education focuses on a variety of topics and provides teachers with the tools
to incorporate these themes into a standards-based curriculum.
 Humane Education can spark students' interest in learning when integrated into the
existing standards-based curriculum. We encourage teachers to use the lessons in this
guide as a springboard to create their own Humane Education program because it will
be most successful when implemented by them on a regular basis.

The Frameworks:
1.Provide structure and guidance for evaluating the community environment
2.Guide the development of your programming
3. Help align your organizational mission and your program goals
4. Allow for improved understanding and communication with your community

2. INDIVIDUAL NEEDS AND INTEREST DESIGN

Hierarchy of Needs
1. Subject-centered design model – focuses on the content of the curriculum
 corresponds mostly to the textbook, written for the specific subject school hours
a. Subject design – the oldest
•Easy to deliver
•Learning is compartmentalized
•Complimentary books are written
•Stresses so much the content that it forgets the student’s natural tendencies,
interests and experiences
•Support instructional materials are commercially available •Teachers are familiar
with the format
b. Discipline design – focuses on academic disciplines
c. Correlation design – comes from core - links separate subject design in order to
reduce fragmentation. Subjects are related to one another but each maintains its identity.
d. Broad field design / interdisciplinary – variation of the subject design - made to
prevent the compartmentalization subjects and integrate the contents that are related to
each other.
2. Child-centered design – influenced by John Dewey, Features Rouseau, Pestallozi and
Froebel
 this curriculum designs anchored on the need and interests of the child.
 the learner is not considered passive individual but one who engages with his/her
environment
 Learners learn by doing
 Learners actively create, construct meanings and understand - Learners interact
with the teacher and environment
a. Learner-centered design – preferred by progressive educational psychologists - this
design is more emphasized in elementary levels. Still secondary and college levels
recognize the importance of the learner in the curriculum.
b. Experience-centered design – similar to child-centered - believes that the interest and
needs of learners cannot be preplanned. Instead, experience of the learners
become the starting point of the curriculum. Features
 Learners are made to choose from various activities that the teacher provides.
 Learners are empowered to shape their own learning
 different learning centers are found
 time is flexible
 children are free to make options
 activities revolve around different emphasis such as touching, feeling imagining,
constructing relating and others.
c. Humanistic design – influenced by Abraham Maslow and Carl Rogers
 in Theory Maslow’s humanistic designs, the development of self is Rogers the
ultimate objective of learning. A person who achieves the level of whole person
and the can enhance
- It stresses the :
•Believed that a person integration self actualization is: thinking, feeling and
doing. self-directed learning by improving of
•Accepting of self, others and nature self understanding and basic - It considers
the cognitive, affective and
•Simple, spontaneous and natural attitudes to guide behavior
•Open to different psychomotor domains to be interconnected and experiences
•Possesses empathy and sympathy must be addressed in the curriculum towards
 the less fortunate-It stresses the development of positive self concept and
interpersonal skills.
3.Problem Centered design
1) Life-Situations Design
2) Core Design

1.SPECIFIC COMPETENCIES
 attributes, behaviors, areas of knowledge, skills, and abilities that will
lead to superior job performance and professional growth in the
education field.
Types of Competency
1. Generic
Which are considered essential for all staff regardless of their function or
level
2. Specific
Required to do particular job or task.
3. Threshold or performance
Basic competencies required to do the job , which do not differentiate
between high and low performers.
4. Differentiating
Behavioral characteristics that high performers display