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IV. TYPES & PATTERNS
OF CURRICULUMDESIGN
Elsa M. Magtibay
17 April 2012
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REPORT OUTLINE
I. INTRODUCTION
II. SUBJECT CENTERED CURRICULUM
Separate-Subject Correlated
Broad-Field
Core
III. RELEVANCE TO PHILIPPINE
CONDITIONS
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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?
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INTRODUCTION
RATIONALE of CURRICULUM DESIGN
Efficiency in organizing learning content
Efficiency in organizing process elements oflearning
CURRICULUM ORGANIZATION
Horizontal Organization
Vertical Organization
SUBJECT CENTERED
Experience Centered
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SUBJECT-CENTERED
CURRICULUM
Focus is content, corresponds mostly to the
textbook
Organized on the basis ofseparateanddistinctsubjects
School hours are divided to different
subjects
Aim of this structure is excellence in the
subject matter content
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SUBJECT-CENTERED
CURRICULUM
STRENGTHS
1. Highly organized and clear
2. Clearly definable goals vis--vis contentacquisition
3. Security for teachers who have the
assurance of having discharged theirobligation
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SUBJECT-CENTERED
CURRICULUM
WEAKNESSES1. COMPARTMENTALIZED
each subject is developed as an entity with little or no relation
to other subjects or to the developmental needs of children2. END-GOAL IS THE ACQUISITION OF K & S
with little emphasis upon their use and value in helping createa better life for themselves
Learning in school is unrelated to life needs3. LESS DEMANDING PROFESSIONAL QUALIFICATION
imparting a prescribed body of subject matter and skills requirefar less teacher preparation for the job than other curriculumdesigns
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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 islearned in isolation from other fields, including
those to which it has close affinity
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SUBJECT-CENTERED
CURRICULUM
1. SEPARATE-SUBJECT CURRICULUM
STRENGHTS
1. Easy to deliver
2. Complementary books are written
3. Instructional materials are available
4. Teachers are familiar with the format
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SUBJECT-CENTERED
CURRICULUM
1. SEPARATE-SUBJECT CURRICULUM
WEAKNESSES
1. Emphasizes bits and pieces of informationdetached from life
2. Encourages bookish teaching
3. Student responses: Memorization without understanding
Unquestioning acceptance of information
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SUBJECT-CENTERED
CURRICULUM
2. CORRELATED CURRICULUM
Links separate subject designs in order toreduce extreme fractionalization
Subjects are related to one another but eachsubject maintains its identity
Looks for ways in which subjects can becorrelated 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
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SUBJECT-CENTERED
CURRICULUM
2. CORRELATED CURRICULUM
STRENGTH
Forces teachers from different fields to work
together
Improves relevance of subject content to real
life situationsImproves learning
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SUBJECT-CENTERED
CURRICULUM
3. BROAD FIELD/INTERDISCIPLINARY
CURRICULUM
Lessons from several specified areas areoffered in ONE GENERAL COURSE to
facilitate the integration and more functional
organization of subject matter
Represents an effort to break away from
departmentalization
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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 COURSESGeneral Psychology
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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 ofALL STUDENTS
Seeks to gear learning to living, therebyenhancing the integration of different experiences
Subscribes to the idea of the universal man
without necessarily denying individual differences
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RELEVANCE TO PHILIPPINE
CONDITIONS
WHAT DO YOU THINK IS BEING
IMPLEMENTED IN THE PHILIPPINES?
WHICH ENHANCES LEARNING THE MOST?
WHICH ENHANCES LEARNING THE LEAST?
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REFERENCES
CURRICULUM DEVELOPMENT
Purita P. Bilbao, Tomasa C. Iringan, Rodrigo B.Javier, and Paz I. Lucido
FOUNDATIONS OF CURRICULUM DEVELOPMENTAND MANAGEMENT
Prisciliano T. Bauzon
CURRICULUM DEVELOPMENT: THEORY ANDPRACTICE
Tanner and Tanner