Manuel V. Gallego Foundation Colleges Inc.

,
Cabanatuan City

Teacher-Education Department
Course: Curriculum Development
Subject Matter: Subject design vs. Integrated design

Assignment 15

1. Read: Subject design vs. Integrated design;

2. Prepare to interview 1 instructor in College with an approved course plan for his/her course (area of
specialization) and instructional plans as well for the course;
3. Have a letter approved and an interview guide;
4. Present output in class.

Activity 15

1. Identify disciplines in MVGFCI that uses subject design approach;

2. Identify disciplines in MVGFCI that uses Integrated curriculum design;

3. Write your analysis and state the disadvantages of subject design and integrated design.

Attachment required:
1. Copy of reviewed literature;
2. Approved letter request and interview guide;
3. Reflective essay

Submitted by: ______________________

Year ≠ Level: ______________________
Date Submitted: ____________________

Comments/Suggestions of the Instructor:

____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
___________________________________________________________________________________________ .

Signature of Instructor

__________________

Conforme:
Signature of Student
______________ Rating: __________
Note: A rubrics shall be used as guide in rating.
Reviewed literature
Curriculum design and models

1. Curriculum Models

2. A Definition of Curriculum (Daniel Tanner, 1980) “ The planned and guided learning experiences and
intended learning outcomes, formulated through the systematic reconstruction of knowledge and
experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal
social competence.”

3. SUBJECT-CENTERED Design Model

4. Subject-Centered Curriculum This model focuses on the content of the curriculum. The subject centered
design corresponds mostly to the textbook written for the specific subject.

5. Subject-Centered Curriculum

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.

6. Subject-Centered Curriculum

A curriculum can also be organized around a subject center by focusing on certain processes,
strategies, or life-skills, such as problem solving, decision making, or teamwork.

8. 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. Subject-Centered
Curriculum

9. Examples of Subject-centered curriculum:

a. Subject Design The drawback of his design is that sometimes learning is so compartmentalized. It
stresses so much the content that it forgets about students’ natural tendencies, interest and
experiences.
b. Discipline Design Discipline refers to specific knowledge and through a method which the scholars
use to study a specific content of their fields.

10. This comes from a core, correlated curriculum design that links separate subject designs in order to
reduce fragmentation. Subjects are related to one another but each subject a maintains its identify. 3.
Correlation Design Examples of subject-centered curriculum: 4. Broad field design/interdisciplinary This
design was made to prevent the compartmentalization of subjects and integrate the contents that are
related to each other.

12. Students in history should learn the subject matter like historians, students in biology should learn how
biologist learn, 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. Examples of
Subject-centered curriculum:

13. Reflection:
 Let’s review the following:
Basic Education Curriculum (BEC)
Secondary Education Development Program (SEDP)
College Algebra syllabus
What curriculum design(s) do you find?
Do your schools support the subject – centered curriculum?
14. Learner-Centered Curriculum

Centered on certain aspects of the learners themselves. May explore the learner’s own life or
family history or local environment.

15. Learner-Centered Curriculum

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.

16. Learner-Centered Curriculum 2. Experience-Centered design Experiences of the learners become the
starting point of the curriculum. Thus 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.

17. Learner-Centered Curriculum

Humanistic design - Abraham Maslow and Carl Rogers. Maslow The development of self is the ultimate
objective of leaning. It stresses the whole person and the integration of thinking, feeling and doing. It
considers the cognitive, affective and psychomotor domains to be interconnected and must be addressed
in the curriculum. It stresses the development of positive self-concept and interpersonal skills.

18. Advantages

It gives power to the learners: they are identified as the experts in knowing what they need to
know. The constructivist element of this approach honors the social and cultural context of the learner.

19. Advantages:

It creates a direct link between in-class work and learners' need for literacy outside the classroom.
As a result, learners can more easily transfer new skills to day-to-day use (Purcell-Gates, et al., 2001). The
immediacy of this transfer of skills at home, at work, and in communities also encourages learner
persistence.

20. Disadvantages:

It often relies on the teacher's ability to create or select materials appropriate to learners' expressed needs.
This requires skill on the part of the teacher, as well as time and resources: at a minimum, texts brought in
from real life, a wide pool of commercially available materials from which to draw, and a reliable
photocopier. Given the reality of teachers' professional preparation and working conditions (Smith, et al.,
2001), lack of skill, time and resources makes creating curriculum with this approach difficult.

21. Disadvantages: Teachers may also find it difficult to strike an acceptable balance among the competing
needs and interests of students.
22. 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

23. Alternative Methods for a Learner-Centered Curriculum (These are only suggestions for supplementing
your style, not substituting for it) Go outside or meet in an alternate location Speedwriting List serve, online
forums Computer applications Socratic dialogue (question-answer-deeper question) Chunk knowledge and
connect chunks to make “big picture” Multimedia presentations (film, CDs, audio-tapes, animated graphics)
Student presentations (encourage multi-sensory supports) Cancel class and meet students individually
Present multiple invention and discovery techniques (brainstorming, clustering, freewriting, idea letters,
graph and object relationships, meditations, dreams, art, etc.) Split Page (key phrases on one side,
commentary on other) Color code ideas in documents and lesson plans (already known, yet-to-learn, still
negotiating) Reverse question (look at answers and solutions first; create a question that it answers next)
Treat objective questions an essay questions

24. Reflection:

Let’s review the following: Basic Education Curriculum (BEC) Secondary Education Development
Program (SEDP) College Algebra syllabus .What curriculum design(s) do you find? Do your schools support
the learner – centered curriculum?

25. Problem-Centered Curriculum Problem-centered curriculum, or problem based learning, organizes

subject matter around a problem, real or hypothetical, that needs to be solved.

26. Problem-centered curriculum is inherently engaging and authentic, because the students have a real
purpose to their inquiry -- solving the problem. Problem-Centered Curriculum

27. Types of problems to be explored may include: Life situations involving real problems of practice
Problems that revolve around life at a given school Problems selected from local issues Philosophical or
moral problems Problem-Centered Curriculum

28. Problem-Centered Curriculum 1. Life-situations design it 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 student’s existing concerns are utilized. Based on Herbert Spencer’s curriculum
writing, his emphases were activities that sustain life, enhance life, and in rearing children, maintain the
individual’s social and political relations and enhance leisure, tasks and feelings. The connection of subject
matter to real situations increases the relevance of the curriculum.

31. Problem-Centered Curriculum 2. Core design it centers on general education and the problems are
based on common human activities. The central focus of the core design includes common needs,
problems, and concerns, of the learners.
33. Reflection: Let’s review the following: Basic Education Curriculum (BEC) Secondary Education
Development Program (SEDP) College Algebra syllabus what curriculum design(s) do you find? Do your
schools support the problem – centered curriculum?

34. Curriculum Development Models These are based on a body of theory about teaching and learning.
These are targeted to needs & characteristics of a particular group of learners. Outline approaches,
methods, & procedures for implementation.

35. Curriculum Development Models Deductive Models: Saylor, Alexander, and Lewis’s Tyler’s Inductive
Model: 3. Taba’s model

36. Models of Curriculum Development the Taba Model took what is known as a grass-roots approach to
curriculum development. She believed that the curriculum should be designed by the teachers rather
than handed down by higher authority. Further, she felt that teachers should begin the process by
creating teaching-learning units for their students in their schools rather initially in creating a general
curriculum design.

37. Models of Curriculum Development the Taba Model an inductive approach to curriculum development,
starting with specifics and building up to a general design

38. The Taba Model Five-Step Sequence. Producing pilot units - linking theory and practice
a.) Diagnosis of Needs
b.) Formulation of Objectives
c.) Selection of Content
d.) Organization of Content
e.) Selection of Learning Experiences
f.) Organization of Learning Activities
g.) Determination of what to evaluate and of the ways and means of doing it
h.) Checking for Balance and Sequence
39. Five-Step Sequence (cont.):
Testing Experimental Units
Revising and consolidating
Developing a Framework
Installing and disseminating new units.
The Taba Model
40. GOALS & OBJECTIVES CURRICULUM DESIGNING Decisions as to design(s) made by the responsible
curriculum planning group(s) for a particular educational center. Various prior decisions by political and
social agencies may limit the final design(s). CURRICULUM IMPLEMENTATION (Instruction) Decisions as to
instructional modes made by responsible teacher(s). The curriculum plan includes alternative modes with
suggestions as to resources, media, and organization, thus encouraging flexibility and more freedom for
the teacher(s) and students. CURRICULUM EVALUATION Decisions as to evaluative procedures for
determining learner progress made by the responsible teacher(s). Decisions as to evaluative procedures
for evaluating the curriculum. Plans are made by the responsible planning group. Evaluative data become
bases for decision making in further planning. Saylor, Alexander, and Lewis’s conception of the curriculum
planning process:
41. Models of Curriculum Development the Saylor, Alexander, and Lewis Model Curriculum: “a plan for
providing sets of learning opportunities for persons to be educated.” Curriculum planners begin by
specifying the major educational goals and specific objectives they wish to be accomplished.

42. Models of Curriculum Development the best or one of the best known models for curriculum
development with special attention to planning phases is Ralph W. Tyler’s in his classic little book, Basic
Principles of Curriculum and Instruction. The Tyler Model

43. The nature and structure of knowledge

The needs of the society
The needs of the learner
The Tyler Model of Curriculum Design
44. Tyler: Fundamental Questions in Developing Curriculum .What educational purposes should the school
seek to attain? What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized? How can we determine whether and to
what extent these purposes are being attained?

45. Reflection: On what bases would you choose a model for curriculum development? Who should decide
which model for curriculum development to follow? Is the Tyler rationale a suitable basis for current
curriculum development?

An integrated Design is described as one that connects different areas of study by cutting across subject-
matter lines and emphasizing unifying concepts. Integration focuses on making connections for students,
allowing them to engage in relevant, meaningful activities that can be connected to real life.

0Activity 15

1. Identify disciplines in MVGFCI that uses subject design approach;

In design of experiments, single-subject design or single-case research
design is a research design most often used in applied fields of psychology, education,
and human behavior in which the subject serves as his/her own control, rather than
using another individual/group. Researchers use single-subject design because these
designs are sensitive to individual organism differences vs group designs which are
sensitive to averages of groups. Often there will be large numbers of subjects in a
research study using single-subject design, however—because the subject serves as
their own control, this is still a single-subject design. These designs are used primarily
to evaluate the effect of a variety of interventions in applied research

2. Identify disciplines in MVGFCI that uses Integrated curriculum design;

An integrated curriculum is described as one that connects different areas of
study by cutting across subject-matter lines and emphasizing unifying concepts.
Integration focuses on making connections for students, allowing them to engage in
relevant, meaningful activities that can be connected to real life. Can you imagine how
 an integrated curriculum can benefit your students? Understanding the benefits and
how to effectively integrate curriculum can help teachers and students become more
successful in the classroom. That include the following disciplines:

3. Write your analysis and state the disadvantages of subject design and integrated design.
Disadvantages of within-subjects design are:
Carryover effects
May effect performance in other conditions
a. Practice effect > Positively effects performance on a later treatment
b. Fatigue effect > Negatively effect performance on a later treatment

Disadvantage of integrated design

The Software Industry uses variety of strategies to execute Integration testing that
are:
 Big Bang Approach :

 Here all component are integrated together at once, and then tested.

Disadvantages:
 Fault Localization is difficult.
 Given the sheer number of interfaces that need to be tested in this approach,
some interfaces links to be tested could be missed easily.
 Since the integration testing can commence only after "all" the modules are
designed, testing team will have less time for execution in the testing phase.
 Since all modules are tested at once, high risk critical modules are not isolated
and tested on priority. Peripheral modules which deal with user interfaces are
also not isolated and tested on priority.

 Incremental Approach: which is further divided into following

 Top Down Approach
 Bottom Up Approach
 Sandwich Approach - Combination of Top Down and Bottom Up
 Reflective essay

Do you wonder why it is important to integrate curriculum? Think about how

much you could learn in a classroom where you learn math, science and reading all in
one lesson or teaching a theme-based unit that focuses on cultural diversity and
incorporates core content area topics. When I taught through an integrated
curriculum, my students showed higher signs of retention at an increased rate than
when an integrated curriculum was not implemented. The reason for this is because
they were able to more closely relate to content and make real-world connections in
integrated curriculum approaches.
Students not only connect and create more real world connections in
integrated classrooms, but they are also more actively engaged. Creating an integrated
curriculum means that teachers are charged with having to create challenging, fun,
meaningful tasks that help students connect to information. Creating a solar system
unit that also requires oral language development and practice, reading
comprehension skills and mathematics, can engage students far more than just a
lesson on the solar system alone. Integration helps to achieve retention and
engagement in classrooms, which yields higher mastery of content standards.
One final key benefit of an integrated curriculum is the ability for students to
see skills multiple times. Instead of teaching comprehension strategies in just reading,
teaching those strategies across multiple disciplines can give students an opportunity
to see and implement it more often. The repetition of the skills being taught creates a
higher level of understanding and retention of information for students in the
classroom.

Submitted by: EMMANUEL D. CAINDEC

Year ≠ Level: CPTE
Date Submitted: April 27, 2018