\ dem 332 curriculum development university of makati college of arts science and education center...
TRANSCRIPT
![Page 1: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/1.jpg)
\
DEM 332
Curriculum Development
UNIVERSITY OF MAKATICollege of Arts Science and Education
Center for Innovative Education SciencesGraduate Study
![Page 2: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/2.jpg)
Curriculum Design
Adoracion C. Cunanan
UNIVERSITY OF MAKATICollege of Arts Science and Education
Center for Innovative Education SciencesGraduate Study
![Page 3: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/3.jpg)
Curriculum design is a statement which identifies all the elements of the curriculum, states what their relationship are to each other and indicates the principles of organization and the requirements of the organization for the administrative conditions under which it is to operate.
Hilda Taba
CURRICULUM DESIGN
![Page 4: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/4.jpg)
A list of subjects to be transmitted and learned that is a syllabus
Details of methods and times that is a timetable
What a curriculum is not
![Page 5: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/5.jpg)
SUBJECT-CENTERED CURRICULUMCurriculum Design Model
This model focuses on the content of the curriculum.
The subject centered design corresponds mostly to the textbook written for the specific subject.
![Page 6: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/6.jpg)
SUBJECT-CENTERED CURRICULUMCurriculum Design Model
The subject-centered curriculum can be focused on
•traditional areas in the traditional disciplines•interdisciplinary topics that touch on a wide variety of fields•on processes such as problem solving•on the goal of teaching students to be critical consumers of information.
![Page 7: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/7.jpg)
SUBJECT-CENTERED CURRICULUMCurriculum Design Model
![Page 8: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/8.jpg)
Objectives of subject centered curriculum
•To transfer cultural heritage
•To represent knowledge
•To impact information
![Page 9: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/9.jpg)
Drawbacks of subject centered curriculum
Ignores interest of studentsNo process of insight or thinkingRote memoryNeglects social problems and demandsPassive learning
![Page 10: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/10.jpg)
SUBJECT-CENTERED CURRICULUMCurriculum Design Model
In the Philippines, our curricula in any level is also divided in different subjects or courses. Most of the schools using this kind of structure aim for excellence in the subject matter content.
![Page 11: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/11.jpg)
SUBJECT-CENTERED CURRICULUMCurriculum Design Model
Students in history should learn the subject matter like historians, and so with students in mathematics should learn how mathematicians learn.
The discipline design model of curriculum is often
used in college.
Discipline becomes the degree program.
![Page 12: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/12.jpg)
2. LEARNER-CENTERED CURRICULUMCurriculum Design Model
1. Child-centered design (John Dewey, Rouseau, Pestallozi, and Froebel )
• It is anchored on the needs and interests of the child.
•The learner is not considered as a passive individual but as one who engages with his/her environment. One learns by doing. Learners interact with the teachers and the environment.
![Page 13: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/13.jpg)
LEARNER-CENTERED CURRICULUMCurriculum Design Model
2. Experience-Centered design
The school environment is left open and free.
Learners are made to choose from various activities that the teacher provides.
The learners are empowered to shape their own learning from the different opportunities given by the teacher.
![Page 14: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/14.jpg)
LEARNER-CENTERED CURRICULUMCurriculum Design Model
3. Humanistic design
Abraham Maslow and Carl Rogers Maslow
The development of self is the ultimate objective of learning. It stresses the whole person and the integration of thinking, feeling and doing
![Page 15: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/15.jpg)
2. LEARNER-CENTERED CURRICULUMCurriculum Design Model
In learner centered curriculum there is a link between courses and children psychology. It is according to the interest and tendency of children. It facilitate the mind of children because it fulfills their psychological and mental requirements.
![Page 16: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/16.jpg)
LEARNER-CENTERED CURRICULUMCurriculum Design Model
Advantages:
1. It gives power to the learners: they are identified as the experts in knowing what they need to know.
2. The constructivist element of this approach honors the social and cultural context of the learner.
![Page 17: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/17.jpg)
LEARNER-CENTERED CURRICULUMCurriculum Design Model
Advantages:
3. It creates a direct link between in-class work and learners' need for literacy outside the classroom.
![Page 18: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/18.jpg)
LEARNER-CENTERED CURRICULUMCurriculum Design Model
Disadvantages:
1. It often relies on the teacher's ability to create or select materials appropriate to learners' expressed needs.
2. Teachers may also find it difficult to strike an acceptable balance among the competing needs and interests of students.
![Page 19: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/19.jpg)
Alternative Methods for a Learner-Centered Curriculum
(These are only suggestions for supplementing your style, not substituting for it)
Individualized diagnosis and (some) course objectives Learning contracts
Programmed learning sequences Organize structured drills
Multi-sensory instructional activities Paired activities
Student-designed creative activities Design task cards
Small-group activities (in and out of class) Role play
Design competitive games Read aloud
Design problem solving games Sit on the floor in a circle
Focus on team learning/peer teaching Standard lecture
Change the seating configurations Teacher demonstrations
![Page 20: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/20.jpg)
3- PROBLEM-CENTERED CURRICULUMCurriculum Design Model
Problem-centered curriculum, or problem based learning, organizes subject matter around a problem, real or hypothetical, that needs to be solved
![Page 21: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/21.jpg)
3- PROBLEM-CENTERED CURRICULUMCurriculum Design Model
Types of problems to be explored may include:
Life situations involving real problems of practiceProblems that revolve around life at a given schoolProblems selected from local issuesPhilosophical or moral problems
![Page 22: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/22.jpg)
4. INTEGRATED CURRICULUM Curriculum Design Model
Integrated curriculum is basically adding another element to existing materials or activities.
![Page 23: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/23.jpg)
“Educators seem especially interested in the development and use of curriculum integration as a means of increasing student interest and student knowledge”
Beane, 1995
.4. INTEGRATED CURRICULUM Curriculum Design Model
![Page 24: \ DEM 332 Curriculum Development UNIVERSITY OF MAKATI College of Arts Science and Education Center for Innovative Education Sciences Graduate Study](https://reader035.vdocuments.mx/reader035/viewer/2022070413/5697bff81a28abf838cbf47b/html5/thumbnails/24.jpg)
, that needs to be solved
A curriculum can change the face of a nation