Our Lady of Lourdes College Foundation
Daet, Camarines Norte
1st Semester SY 2021-2022
Curriculum Development
Module 4 – Curriculum Design Models
Activity:
A. Get hold of the DepEd Secondary Education Curricula. Surf these in the internet. Study the
curriculum and answers the two(2) items.
1. Do you identify the elements of the curriculum in the written curriculum for the Secondary
Education? Identify two (2) example of each element.
Yes, the written curriculum shows that it is intended primarily to ensure that the
educational goals of the system are being accomplished; it is a curriculum of control. The
general goals to be accomplished, the specific objectives to be mastered, the sequence in which
those objectives should be studied, and the kinds of learning activities that should be used. It
has a planned sequence of learning experiences. It is where they are planning an intellectual
journey for your students - a series of experiences that will result in them learning what teacher
intend them to learn. The element in the written curriculum are the below Aims, goals and
objectives ( What is to be done?), Subject matter/Content (What subject matter is to be
included?), Learning Experiences (What instructional strategies, resources and activities will be
employed?)and Evaluation Approaches (What methods and instruments will be used to assess
the results of the curriculum?
Example of Subject matter/content: Grade: 11/12 Semester: 2nd Semester
Core Subject Title: Reading and Writing Skills No. of Hours/ Semester: 80 hours/semester
Core Subject Description: The development of reading and writing skills as applied to a wide
range of materials other than poetry, fiction and drama
RWS11.1. Reading and Thinking Strategies across Text types A. Text as Connected Discourse B.
techniques in Selecting and Organizing Information C. Patterns of Development D. Properties of
a well-written Text
Aims, goals and objectives
- Continue to promote the objectives of elementary education; and2.
- Discover and enhance the different aptitudes and interests of students in order to equip them
with skills for productive endeavor and or to prepare them for tertiary schooling
The learner realizes that information in a written text may be selected and organized to achieve
a particular purpose. The learner critiques a chosen sample of each pattern of development
focusing on information selection, organization, and development.
The learner, describes a written text as connected discourse, Distinguishes between and among
techniques in selecting and organizing information a. brainstorming list b. graphic organizer c.
topic outline d. sentence outline , Distinguishes between and among patterns of development in
writing across disciplines a. narration b. description c. definition d. exemplification /
classification e. comparison and contrast f. cause and effect g. problem - solution
2. What curriculum designs do you find in the high school? Identify and give examples and
explain.
It is a subject centered design model as well as a learner centered design as it focusses on the
content of the curriculum, what needs to be studied and how it should be studied. also the
learner is the center of the educative process. For example, based on the written curriculum of
secondary education, it focuses in the content as well as in the learner as the subject thought
about the development of reading and writing skills as applied to a wide range of materials
other than poetry, fiction and drama also students can engage to that subject and relate their
experiences through this as the teacher instructional materials is engaging to them.
B. Go to the library or search the interest and read about the following persons. Find out how
each person influence curriculum designs.
a. Carl Rogers
influenced curriculum design by making certain the learner as a whole and not a single method
of teaching was the focus of instruction; his theories influenced curriculum designers to
consider students' strengths, weaknesses, their prior knowledge, learning styles, and future
educational courses when creating a new curriculum. Rogers applied his humanistic approach to
learning and introduced a learner-centered educational plan. This is also known as student-
centered learning.
He believed that a person can enhance self-directed learning by improving self-understanding
and basic attitudes to guide behavior. In the humanistic curriculum design, the development of
self is the ultimate obje4ctice of learning. It stresses the development of positive self-concept
and interpersonal skills
b. Abraham Maslow
influenced curriculum designs through his Humanistic Theory. 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. Maslow's theory is based on the
notion that experience is the primary phenomenon in the study of human learning and
behavior. He also proposed that human motivation is based on a hierarchy of needs. From his
perspective, the drive to learn is intrinsic. The purpose of learning is to bring about self-
actualization, and the goals of educators should include this process.
c. Henry Morrison
was the superintendent of public education from 1904-1917. Henry Morrison's influence on
current curriculum design by putting the educational material into separate units of instruction.
d. John Dewey
recognized that "children's development and learning were anything but rational and orderly,
he and his followers advocated a child-centered and community-centered curriculum to give
students experiences that make rigorous intellectual demands in the contexts of democratic
social living
in 1902 John Dewey curriculum is a continuous reconstruction, moving from the child’s present
experience out into that represented by the organized bodies of truth that we call studies the
various studies are themselves experience they are that of the race.
Curriculum is based in Dewey’s definition of experience and education. He believes that
reflective thinking is a means that unifies curricular elements
Child-centered Design- attributed to the influence of John Dewey, Rouseau, Pestallozi, and
Froebel. The curriculum is anchored on the needs and interest of the child. The is not considered
as a passive individual, but as on, who engages with his/her environment. One learns by doing.
Learners actively create and construct meaning and understanding as viewed by the
constructivists. Learners interact with the teachers and environment. Thus, there is a
collaborative effort on both sides of the plan lessons, select content, and do activities together.
Learning is the product of the child’s interaction with the environment
e. Friedrick Foebel
Froebel encouraged an education environment that favored practical work using materials. He
came out with materials such as wooden bricks, balls around which different activities were
designed. This enabled child to improve basic motor skills, creativity and having fun while
learning. This was much better than exposing children to concepts done through the
conventional manner. His methodology led to the demand for such centers outside of homes
called The Kindergartens.
