Representative curriculum design

Representative curriculum design

1. Learner-centered

   • Subject-centered
     • Subject: the oldest and the best-known school design. the curriculum is organized according to how essential knowledge has developed in various subject areas.
       • Discipline: Appeared after World War II. Students actually use some of the discipline’s methods to process information. Bruner believed that “any subject can be taught in some effectively honest form to any child at any stage of development.”
         • Broad-fields: The broad-fields design can be interpreted as saying that the separate subject is dead. Rather, we should have a design that draws on emergent clusters of problems and questions that engage students in constructing and reconstructing information
           • Correlation: The correlation design attempts to identify ways in which subjects can be related, yet maintain their separate identities. Teachers of the various content areas to be correlated could then work together and have students work on assignments drawing from the correlated content areas.
             • Process: focus on teaching for intelligence and on the development of intellectual character.Process designs emphasize those procedures that enable students to analyze reality and create frameworks by which to arrange derived knowledge. Often the organizational frameworks differ from the way the world appears to the casual observer.
   • Problem-centered
     • Life situations: One strength of life-situations design is its focus on problem-solving procedures. Process and content are effectively integrated into curricular experience. Proponents counter that life-situations design draws heavily from traditional content. What makes the design unique is that the content is organized in ways that allow students to clearly view problem areas
       • Reconstructionist Design. Educators who favor reconstructionist design believe that the curriculum should foster social action aimed at reconstructing society; it should promote society’s social, political, and economic development. Harold Rugg also believed that schools should engage children in critical analysis of society in order to improve it.
   • Child: Students must be active in their learning environments and that learning should not be separated. People with this view consider knowledge as an outgrowth of personal experience.
     • Experience: The teacher’s task is to create a stimulating learning environment in which students can explore, come into direct contact with knowledge, and observe others’ learning and actions.
       • Romantic: Learning results from the communication among people thus by challenging content and accepting different opinions about the content, as well as from critiquing the purposes of the information presented.
         • Humanistic: Focuses on the attention that should be on the subject nature of human existence. It emphasizes that there is a relationship between learning and feeling. Stresses on empowering individuals and the development of positive self-concept and interpersonal skills