IV.

TYPES & PATTERNS OF CURRICULUM DESIGN

Elsa M. Magtibay 17 April 2012

REPORT OUTLINE
I. II. INTRODUCTION SUBJECT CENTERED CURRICULUM

Separate-Subject Correlated Broad-Field Core

III. RELEVANCE TO PHILIPPINE CONDITIONS

INTRODUCTION
What is design? Why do we put a design to things? Is it necessary to design a curriculum? Why or why not?

What do you think is achieved by doing so?

INTRODUCTION
RATIONALE of CURRICULUM DESIGN

Efficiency in organizing learning content Efficiency in organizing process elements of learning CURRICULUM ORGANIZATION

Horizontal Organization Vertical Organization SUBJECT CENTERED Experience Centered

SUBJECT-CENTERED CURRICULUM

Focus is content, corresponds mostly to the textbook Organized on the basis of separate and distinct subjects School hours are divided to different subjects Aim of this structure is excellence in the subject matter content

SUBJECT-CENTERED CURRICULUM
STRENGTHS
1. 2.

3.

Highly organized and clear Clearly definable goals vis--vis content acquisition Security for teachers who have the assurance of having discharged their obligation

SUBJECT-CENTERED CURRICULUM
WEAKNESSES
1.

COMPARTMENTALIZED
each subject is developed as an entity with little or no relation to other subjects or to the developmental needs of children

2.

END-GOAL IS THE ACQUISITION OF K & S

with little emphasis upon their use and value in helping create a better life for themselves Learning in school is unrelated to life needs

3.

LESS DEMANDING PROFESSIONAL QUALIFICATION

imparting a prescribed body of subject matter and skills require far less teacher preparation for the job than other curriculum designs

SUBJECT-CENTERED CURRICULUM
1. SEPARATE-SUBJECT CURRICULUM

Organizing curriculum elements according to narrow-subject divisions Greece and Rome: 7 liberal arts
Trivium grammar, rhetoric and dialectic, logic Quadrivium arithmetic, geography, astronomy, music

Extreme form: each knowledge area is learned in isolation from other fields, including those to which it has close affinity

SUBJECT-CENTERED CURRICULUM
1. SEPARATE-SUBJECT CURRICULUM
STRENGHTS
1. 2.

3.
4.

Easy to deliver Complementary books are written Instructional materials are available Teachers are familiar with the format

SUBJECT-CENTERED CURRICULUM
1. SEPARATE-SUBJECT CURRICULUM
WEAKNESSES
1.

2.
3.

Emphasizes bits and pieces of information detached from life Encourages bookish teaching Student responses:

Memorization without understanding Unquestioning acceptance of information

SUBJECT-CENTERED CURRICULUM
2. CORRELATED CURRICULUM

Links separate subject designs in order to reduce extreme fractionalization Subjects are related to one another but each subject maintains its identity Looks for ways in which subjects can be correlated in teaching Looks for similarities in different subject areas Sequence is planned so that similar aspects of different subjects are studied at the same time

SUBJECT-CENTERED CURRICULUM
2. CORRELATED CURRICULUM
STRENGTH
Forces teachers from different fields to work together Improves relevance of subject content to real life situations Improves learning

SUBJECT-CENTERED CURRICULUM
3. BROAD FIELD/INTERDISCIPLINARY CURRICULUM

Lessons from several specified areas are offered in ONE GENERAL COURSE to facilitate the integration and more functional organization of subject matter Represents an effort to break away from departmentalization

SUBJECT-CENTERED CURRICULUM
3. BROADFIELD CURRICULUM

SOCIAL STUDIES geography, history, civics, community problems, Filipino family customs and traditions HEALTH & SCIENCE personal hygiene, community health, conservation, safety education, ecology LANGUAGE ARTS language, spelling, reading, phonics, writing skills INTRODUCTORY/GENERAL COURSES General Psychology

SUBJECT-CENTERED CURRICULUM
4. CORE CURRICULUM

Core refers to a variety of meaning, ranging from prescribed subjects which must be taken by all students Prescribes COMMON LEARNING in social integration of ALL STUDENTS Seeks to gear learning to living, thereby enhancing the integration of different experiences Subscribes to the idea of the universal man without necessarily denying individual differences

RELEVANCE TO PHILIPPINE CONDITIONS

WHAT DO YOU THINK IS BEING IMPLEMENTED IN THE PHILIPPINES? WHICH ENHANCES LEARNING THE MOST? WHICH ENHANCES LEARNING THE LEAST?

REFERENCES
CURRICULUM DEVELOPMENT Purita P. Bilbao, Tomasa C. Iringan, Rodrigo B. Javier, and Paz I. Lucido FOUNDATIONS OF CURRICULUM DEVELOPMENT AND MANAGEMENT Prisciliano T. Bauzon CURRICULUM DEVELOPMENT: THEORY AND PRACTICE Tanner and Tanner