Republic of the Philippines
North Eastern Mindanao State University
A Handout in EDUC 9
APPROACHES TO CURRICULUM DESIGNING
Discussants: Blasco, Shara Nida & Bruno, Christime Joy
Curriculum design refers to the structure or organization of the curriculum, and the
curriculum development included the planning, implementation, and evaluation processes
of the curriculum.
Approaches to Curriculum Designing
Types of Curriculum Design Models
1. Subject-Centered Design – This is a curriculum design focuses on the content of the
curriculum. This corresponds mostly to the textbook.
Variations of Subject-Centered Design
1.1. Subject Design - is the oldest and so far the most familiar design for teachers, parents
and other laymen. Textbooks are written and support instructional materials are
commercially available. The drawback of this design is that learning sometimes is so
compartmentalized. It stresses so much on the content and forgets about students' natural.
tendencies, interests and experiences. This is a traditional approach to teaching and
learning.
1.2. Discipline Design - is related to subject design. It focuses on academic disciplines.
Discipline refers to specific knowledge learned through a method which the scholars use to
study a specific content of their fields. Discipline design model of curriculum is often used in
college.
1.3. Correlation Design - links separate subjects designs in order to reduce fragmentation.
Subjects are related to one another and still maintain their identity. Example English
literature and social studies correlate well.
1.4. Broad Field Design/ Interdisciplinary is a variation of the subject-centered design. This
is to cure the compartmentalization of the separate subjects and integrate the contents that
are related to one another. Sometimes called holistic curriculum. Example, Language arts
will include grammar, literature, linguistics, spelling and composition.
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Republic of the Philippines
North Eastern Mindanao State University
2. Learner-Centered Design – Among the progressive educational psychologists, the learner
is the center of the educative process
Learner-Centered Curriculum Designs:
2.1. Child-centered Design - attributed to the influence of John Dewey, Rouseau, Pestallozi,
& Froebel. It is anchored on the needs and interests of the child. One learns by doing.
Learners interact with the teachers and the environment, thus there is collaborative effort.
2.2. Experience -centered Design - believes that the interests and needs of learners cannot
be pre-planned. Experiences of the learners become the starting point of the curriculum
thus the school environment is left open and free.
2.3. Humanistic Design – the Key influence in this curriculum design is Abraham Maslow and
Carl Rogers. Maslow's theory of self-actualization explains that a person who achieves this
level is accepting of self, others and nature; is simple, spontaneous and natural; is open to
different experiences; possesses empathy and sympathy towards the less fortunate among
many others. The development of self is the ultimate objective of learning.
3. Problem-Centered Design - draws on social problems, needs, interest and abilities of the
learners.
3.1. Life-situations Design – uses the past and present experiences of learners as a means to
analyze the basic areas of living. As a starting point, the pressing immediate problems of the
society and the students' existing concerns are utilized. The connection of subject matter to
real situations increases the relevance of the curriculum
3.2. Care Problem Design – enters on general education and the problems are based on the
common human activities. The central focus of the core design includes common needs,
problems, and concerns of the leamers.
Reference
Gabarra, J. A. D. (n.d.). Module in Ed 210: The teacher and the school curriculum. College of
Education, West Visayas State University–Lambunao Campus.
Rosario, Tandag City, Surigao del Sur 8300
086-214-4221
[Link]