Republic of the Philippines

BOHOL ISLAND STATE UNIVERSITY

Candijay Campus
Cogtong, Candijay, Bohol

Vision: A premier Science and Technology university for the formation of a world class
and virtuous human resource for sustainable development in Bohol and the Country.

Mission: BISU is committed to provide quality and innovative education in strategic

sectors for the development of Bohol and the Country.

COLLEGE OF ADVANCE STUDIES

Summer Class 2019
MASTER OF ARTS IN EDUCATION
Major: Educational Management

Topic : CRAFTING/DESIGNING A CURRICULUM

Masterand : RAFAEL JOTOJOT JR.
Professor : DR. LUZMINDA MACHETE
Subject : CURRICULUM PLANNING & PROGRAMMING

CRAFTING/DESIGNING A CURRICULUM

INTRODUCTION:

As a teacher, one has to be a curriculum designer, curriculum implementer

and curriculum evaluator. These threefold functions are embedded in the
teaching profession.

Types of Curriculum Design Models

I. Subject – Centered Design

 Centered design corresponds mostly on textbooks

 Focuses on the content of the curriculum
 Aim for excellence in the subject matter content

Examples:

A. Subject Design

 Oldest and the most familiar design for teachers, parents, laymen
and advocates.
 Easy to deliver
 Complementary books are written & support instructional materials
are commercially available

B. Discipline Design

 Focuses on academic disciplines

 Learned through a method which the scholars use to study a specific
content in their fields
 Often used in college

C. Correlation Design

 Links separate subjects designs in order to reduce fragmentation

  Subjects are related to one another but each maintains its identity

D. Broad Field Design/ Interdisciplinary

 Prevent the compartmentalization of subjects & integrate the

contents that are related to each other
 Sometimes called holistic curriculum
-Broad field design draws around themes and integration

II. Learner – Centered Design

 Among the progressive educational psychologists, the learner is the

center of the educative process.

Examples:

A. Child – centered design

 Anchored on the needs and interest of the child

 Learner learns by doing
 Learners interact with the teachers & environment
 Collaborative effort between teachers & students on planning
lessons

B. Experience – centered design

 Believes that the interests and needs of learners cannot be pre-

planned
 Time is flexible and children are free to make options
 Activities revolve around different emphasis such as touching,
imagining, relating & others

C. Humanistic design

 Development of self is the ultimate objective of learning

 It considers the cognitive, affective, and psychomotor domains to be
interconnected and must be addressed in the curriculum

III. Problem – Centered Design

 Draws on social problems, needs, interest, and the abilities of the

learners
 Emphases on life situations, contemporary life problems, areas of
living & many others

Examples:

A. Life – situation design

 Pressing immediate problems of the society and the students’

existing concerns are utilized
 The connection of subject to real situations increase the relevance of
the curriculum

B. Core – problem design

 Centers on general education and the problems are based on human

activities
  Central focus includes common needs, problems and concerns of
the learner

HOW WILL A PARTICULAR DESIGN BE APPROACHED BY A TEACHER?

Child or Learner – Centered Approach

Acknowledge and respect the fundamental rights of the child.

Make all activities revolve around the overall development of the learner.
Consider the uniqueness of every learner in a multicultural classroom.
Consider using differentiated instruction or teaching.
Provide a motivating supportive learning environment for all the learner.

Subject – Centered Approach

The primary focus is the subject matter.

The emphasis is on bits and pieces of information which may be detached
from life.
The subject matter serves as a means of identifying problems of living.
Learning means accumulation of content, or knowledge.
Teacher’s role is to dispense the content.

Problem – Centered Approach

The learners are capable of directing and guiding 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 in the recognition of concerns and
problems in seeking solutions. Learners are problem solvers themselves.

The Teacher as a Curriculum Designer

Fundamentals of Curriculum Designing

Building on Peter Oliva’s axioms for Curriculum Designers:

1. Curriculum change is inevitable, necessary and desirable. - One of the

characteristics of curriculum is its being dynamic. Societal development and
knowledge revolution come so fast that the need to address the changing
condition requires new curriculum designs.

2. Curriculum reflects as a product of its time. - A relevant curriculum should

respond to changes brought about by current social forces, philosophical
positions, psychological principles, new knowledge and educational reforms.
This is also called timelines.

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 change that occurs
can coexist and oftentimes overlaps for long periods of time.

4. Curriculum change depends on people who will implement the change.

Teachers who will implement the curriculum should be involved in its
development, hence should know how to design a curriculum. This will assure an
effective and long lasting change.

5. Curriculum development is a cooperative group activity. - Group decisions in

some aspects of curriculum development are suggested. Consultations with
stakeholders when possible will add to sense of ownership. Any significant
change in the curriculum should involve a broad range of stake holders to gain
their understanding, support and input.

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

alternatives. - A curriculum developer or designer must decide what contents
what teach, philosophy or point of view to support, how to provide multicultural
groups, what methods or strategies and what type of evaluation to use.

7. Curriculum development is an ongoing process. - Continuous monitoring,

examination, evaluation and improvement of curricula are to be considered in the
design of the curriculum.

8. Curriculum development is more effective if it is a comprehensive process,

rather than a “piecemeal”. - A curriculum design should be based on a careful
plan, intended outcomes clearly established, support resources and needed time
available and teaching staff pedagogically equipped.

9. Curriculum development is more effective when it follows a systematic

process. - A curriculum design is composed of desired outcomes, subject matter
content complemented with references, set of procedures, needed materials and
resources and evaluation procedure which can be placed in a matrix.

10. Curriculum development starts from where the curriculum is. - Curriculum
planners and designers should begin with existing curriculum. An existing design
is a good starting point for any teacher who plans to enhance and enrich a
curriculum.