crafting the curriculum.ppt

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Approaches to Curriculum Designing

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Page 1: crafting the curriculum.ppt

Approaches to Curriculum Designing

Page 2: crafting the curriculum.ppt

Introduction:Introduction:

As a teacher, one has to be As a teacher, one has to be a curriculum designer, a curriculum designer, curriculum implementor and curriculum implementor and curriculum evaluator . These curriculum evaluator . These threefold functions are threefold functions are embedded in the teaching embedded in the teaching profession.profession.

Page 3: crafting the curriculum.ppt

Objectives:Objectives:At the end of the presentation, the students At the end of the presentation, the students

are expected to:are expected to:

identify some familiar curriculum designs identify some familiar curriculum designs and approaches to the designs,and approaches to the designs,

familiarize oneself on the different types familiarize oneself on the different types of curriculum design models of curriculum design models

analyze the approaches in the light of how analyze the approaches in the light of how these are applied in the school setting. these are applied in the school setting.

Page 4: crafting the curriculum.ppt

Activity:Activity:Title: How well do you know me?Title: How well do you know me?

Instructions:Instructions: Pick one strip of paper and define the Pick one strip of paper and define the

word which you have chosenf.word which you have chosenf. Without looking at your book and Without looking at your book and

dictionary, define the word using a word, dictionary, define the word using a word, phrase or a sentence.phrase or a sentence.

Write your answers on the manila paper Write your answers on the manila paper provided for you.provided for you.

Discuss your answers in front after 5 Discuss your answers in front after 5 minutes.minutes.

Page 5: crafting the curriculum.ppt

Types of CurriculumTypes of CurriculumDesign ModelsDesign Models

I.I. Subject – Centered DesignSubject – Centered Design

Centered design corresponds Centered design corresponds mostly on textbooksmostly on textbooks

Focuses on the content of the Focuses on the content of the curriculumcurriculum

Aim for excellence in the subject Aim for excellence in the subject matter contentmatter content

Page 6: crafting the curriculum.ppt

I. Subject – Centered DesignI. Subject – Centered Design

A.A. Subject DesignSubject Design

Oldest and the most familiar Oldest and the most familiar design for teachers, parents, design for teachers, parents, laymen and advocates.laymen and advocates.

Easy to deliverEasy to deliver Complementary books are written Complementary books are written

& support instructional materials & support instructional materials are commercially availableare commercially available

Page 7: crafting the curriculum.ppt

I. Subject – Centered DesignI. Subject – Centered Design

B. B. Discipline DesignDiscipline Design

Focuses on academic disciplinesFocuses on academic disciplines Learned through a method which Learned through a method which

the scholars use to study a the scholars use to study a specific content in their fieldsspecific content in their fields

Often used in collegeOften used in college

Page 8: crafting the curriculum.ppt

I. Subject – Centered DesignI. Subject – Centered Design

CC. . Correlation DesignCorrelation Design

Links separate subjects designs Links separate subjects designs in order to reduce fragmentationin order to reduce fragmentation

Subjects are related to one Subjects are related to one another but each maintains its another but each maintains its identityidentity

Page 9: crafting the curriculum.ppt

I. Subject – Centered DesignI. Subject – Centered Design

DD. . Broad Field Design/ InterdisciplinaryBroad Field Design/ Interdisciplinary

Prevent the compartmentalization of Prevent the compartmentalization of subjects & integrate the contents that subjects & integrate the contents that are related to each otherare related to each other

Sometimes called Sometimes called holistic curriculumholistic curriculum -Broad field design draws around -Broad field design draws around

themes and integration themes and integration

Page 10: crafting the curriculum.ppt

Types of CurriculumTypes of CurriculumDesign ModelsDesign Models

II. II. Learner – Centered DesignLearner – Centered Design

Among the progressive Among the progressive educational psychologists, the educational psychologists, the learner is the center of the learner is the center of the educative process.educative process.

Page 11: crafting the curriculum.ppt

II. Learner – Centered DesignII. Learner – Centered Design

A.A. Child – centered designChild – centered design

Anchored on the needs and interest Anchored on the needs and interest of the childof the child

Learner learns by doingLearner learns by doing Learners interact with the teachers Learners interact with the teachers

& environment& environment Collaborative effort between Collaborative effort between

teachers & students on planning teachers & students on planning lessonslessons

Page 12: crafting the curriculum.ppt

II. Learner – Centered DesignII. Learner – Centered Design

B. B. Experience – centered designExperience – centered design

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

Time is flexible and children are free Time is flexible and children are free to make optionsto make options

Activities revolve around different Activities revolve around different emphasis such as touching, emphasis such as touching, imagining, relating & othersimagining, relating & others

Page 13: crafting the curriculum.ppt

II. Learner – Centered DesignII. Learner – Centered Design

C. C. Humanistic designHumanistic design

Development of self is the ultimate Development of self is the ultimate objective of learningobjective of learning

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

Page 14: crafting the curriculum.ppt

Types of CurriculumTypes of CurriculumDesign ModelsDesign ModelsIII. III. Problem – Centered DesignProblem – Centered Design

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

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

Page 15: crafting the curriculum.ppt

III. Problem – Centered DesignIII. Problem – Centered Design

A.A. Life – situation designLife – situation design

Pressing immediate problems of the Pressing immediate problems of the society and the students’ existing society and the students’ existing concerns are utilizedconcerns are utilized

The connection of subject to real The connection of subject to real situations increase the relevance of situations increase the relevance of the curriculumthe curriculum

Page 16: crafting the curriculum.ppt

III. Problem – Centered DesignIII. Problem – Centered Design

B. B. Core – problem designCore – problem design

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

Central focus includes common Central focus includes common needs, problems and concerns of the needs, problems and concerns of the learnerlearner

Page 17: crafting the curriculum.ppt

How will a particular How will a particular design be approached design be approached by a teacher?by a teacher?

Page 18: crafting the curriculum.ppt

Child or Learner – Centered Child or Learner – Centered ApproachApproach

1.1. Acknowledge and respect the Acknowledge and respect the fundamental rights of the child.fundamental rights of the child.

2.2. Make all activities revolve around the Make all activities revolve around the overall development of the learner.overall development of the learner.

3.3. Consider the uniqueness of every Consider the uniqueness of every learner in a multicultural classroom.learner in a multicultural classroom.

4.4. Consider using differentiated instruction Consider using differentiated instruction or teaching.or teaching.

5.5. Provide a motivating supportive Provide a motivating supportive learning environment for all the learner.learning environment for all the learner.

Page 19: crafting the curriculum.ppt

Subject – Centered ApproachSubject – Centered Approach

1.1. The primary focus is the subject The primary focus is the subject matter.matter.

2.2. The emphasis is on bits and pieces of The emphasis is on bits and pieces of information which may be detached information which may be detached from life.from life.

3.3. The subject matter serves as a means The subject matter serves as a means of identifying problems of living.of identifying problems of living.

4.4. Learning means accumulation of Learning means accumulation of content, or knowledge.content, or knowledge.

5.5. Teacher’s role is to dispense the Teacher’s role is to dispense the content.content.

Page 20: crafting the curriculum.ppt

Problem – Centered ApproachProblem – Centered Approach

1.1. The learners are capable of directing The learners are capable of directing and guiding themselves in resolving and guiding themselves in resolving problems, thus developing every learner problems, thus developing every learner to be independent.to be independent.

2.2. The learners are prepared to assume The learners are prepared to assume their civic responsibilities through their civic responsibilities through direct participation in different direct participation in different activities.activities.

3.3. The curriculum leads the learners in the The curriculum leads the learners in the recognition of concerns and problems in recognition of concerns and problems in seeking solutions. Learners are problem seeking solutions. Learners are problem solvers themselves.solvers themselves.

Page 21: crafting the curriculum.ppt

ApplicationApplication

Activity: Activity: “Reflect on Me” “Reflect on Me”

Instruction:Instruction: Pick one statement and reflect on it. Pick one statement and reflect on it.

What do you think and feel about it?What do you think and feel about it? Discuss your opinion with your own Discuss your opinion with your own

group and after 5 minutes one group and after 5 minutes one representative from your group will representative from your group will share your answer to the class.share your answer to the class.

Page 22: crafting the curriculum.ppt

Statement No. 1 – “Schools that approach Statement No. 1 – “Schools that approach the curriculum as subject – centered, the curriculum as subject – centered, make robots out of the students.”make robots out of the students.”

Statement No. 2 – “In schools where child Statement No. 2 – “In schools where child – centeredness is the approach, – centeredness is the approach, discipline is weak.”discipline is weak.”

Statement No. 3 – “Students are too young Statement No. 3 – “Students are too young to solve life’s problem, why should they to solve life’s problem, why should they do problem solving in school?” do problem solving in school?”

Page 23: crafting the curriculum.ppt

Concluding ActivityConcluding ActivityIdentify what kind of design and approach Identify what kind of design and approach

are utilized in the following are utilized in the following descriptions.descriptions.

Only students who master the subject Only students who master the subject

content can succeed.content can succeed. Students are encouraged to work Students are encouraged to work

together to find answers to their task.together to find answers to their task. No learner is left behind in reading, No learner is left behind in reading,

writing and arithmetic.writing and arithmetic. School means survival of the fittest.School means survival of the fittest. Teachers extends class because the Teachers extends class because the

children have not mastered the lesson.children have not mastered the lesson.

Page 24: crafting the curriculum.ppt