Curriculum

Approaches
and Designs
Objectives:
1. Identify the strengths and limitations of the
technical approaches: behavioral-rational,
systems- managerial, and intellectual-
academic.

2. Identify the strengths and limitations of the

non-technical approaches - humanistic,
reconceptualist, and social reconstructionist.
Objectives:
3. Differentiate the three major curriculum
designs: learner-centered, subject-
centered, and problem-centered.

4. Analyze the present curriculum and its

implementation according to the  type of
curriculum approaches used.
CURRICULUM APPROACH

An approach expresses a
viewpoint about the
development and design of
curriculums.
Ornstein and Hunkins (2004)
-noted that while there are several curriculum models
available, majority can be classified as technical and
non-technical approach, or scientific and non-
scientific perspective

-These approaches should not be seen as dualistic

or either one is positive and the other negative, which
means that the union of the two is possible in
curriculum development process.
TECHNICAL-SCIENTIFIC APPROACH

- described as being LOGICAL,

EFFICIENT and EFFECTIVE in
delivering education.
- It also reflects the TRADITIONAL
VIEW on education and formal
methods of schooling.
TECHNICAL-SCIENTIFIC APPROACH

Under the technical approach are:

a. Behavioral-rational
b. Systems-managerial
c. Intellectual-academic
NON-TECHNICAL OR
NON-SCIENTIFIC APPROACH

- SUBJECTIVE, PERSONAL,
AESTHETIC, and focuses
on the LEARNER.
NON-TECHNICAL OR
NON-SCIENTIFIC APPROACH

Under the non-technical approach are:

a)Humanistic-Aesthetic Approach
b)Reconceptualist Approach
c)Reconstructionism
TECHNICAL-SCIENTIFIC APPROACH

a.)BEHAVIORAL-RATIONAL
- Taba and Tyler models; oldest and still the
more preferred approach by many
educators.
- The curricula developed through this
approach become the ACTUAL
BLUEPRINTS which prescribe the roles of
key figures in the educative process.
TECHNICAL-SCIENTIFIC APPROACH

a.)BEHAVIORAL-RATIONAL
- It clearly defines the why (objectives), what
(content), how (method), when
(sequence) and how (scope).
- It relies on technical and scientific
principles and involves the preparation of a
DETAILED PLAN, prescribing step-by-step
formulation of curricula.
TECHNICAL-SCIENTIFIC APPROACH

RALPH TYLER
He published the 4 Basic Principles of
Curriculum and Instruction which is
popularly known as Tyler’s Rationale
FOUR FUNDAMENTAL PRINCIPLES
1.What educational purpose should the school seek to
attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can these education experiences be effectively
organized?
4.How can we determine whether these experiences are
being attained or not?
FLOWCHART OF TABA’S (1962) 7 STAGES OF
CURRICULUM DEVELOPMENT
TECHNICAL-SCIENTIFIC APPROACH

b.) SYSTEMS- MANAGERIAL

APPROACH
- Curriculum development acquires a
more comprehensive and more
dynamic meaning.
- This model is CYCLICAL in process.
TECHNICAL-SCIENTIFIC APPROACH

b.) SYSTEMS- MANAGERIAL

APPROACH

- This is an offshoot of the linear

behavioral-approach.
- It synthesizes divergent viewpoints to
identify common goals.
TECHNICAL-SCIENTIFIC APPROACH

B.) SYSTEMS- MANAGERIAL

APPROACH
- Considers the major interconnected elements of
INPUTS, THROUGHPUTS (process) and
OUTPUTS that comprise the educational system.
- Emphasizes the MANAGERIAL/LEADERSHIP and
SUPERVISORY aspects of curriculum especially in
the implementation and organization process
TECHNICAL-SCIENTIFIC APPROACH

c.)INTELLECTUAL- ACADEMIC
APPROACH
- emphasizes the importance of
THEORIES and PRINCIPLES in
curriculum planning. This has been
influenced by the philosophical and
intellectual works of Dewey (1916),
Morison(1962) and Bode (1927).
TECHNICAL-SCIENTIFIC APPROACH

c.)INTELLECTUAL- ACADEMIC
APPROACH
- It attempts to analyze and synthesize
the historical development, cultural
demands, and philosophical ideas
which underpin the curriculum,
including issues and trends.
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

a. HUMANISTIC AND RECONCEPTUALIST

APPROACH
- teaching topics are directly relevant to
students’ lives; focuses on the WHOLE
STUDENT and can include teaching
assertiveness training.
- Promotes the liberation of learners from
authoritarian teachers
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

a. HUMANISTIC AND RECONCEPTUALIST

APPROACH

- Encourages GROUP LEARNING

activities which promotes
COOPERATION rather than learning
through individual competitive efforts.
- Emphasis on HOW TO LEARN, not on
what to learn.
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

b.) RECONCEPTUALIST
APPROACH
- Reflects an EXISTENTIALIST
orientation.
- It emphasizes learning experiences
that develop personal SELF-
EXPRESSION.
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

b.) RECONCEPTUALIST
APPROACH
- The purpose of education is to
EMANCIPATE SOCIETY from traditional,
outmoded orders through INDIVIDUAL
FREE CHOICE. The curriculum basis
cannot be determined objectively in a
straightforward fashion.
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

c.) RECONSTRUCTIONISM
APPROACH
- Emphasizes the addressing of social
questions and a quest to create a better
society and worldwide democracy.
- Reconstructionist educators focus on a
curriculum that highlights SOCIAL
REFORM as the aim of education.
NON-TECHNICAL/ NON-SCIENTIFIC APPROACH

c. RECONSTRUCTIONISM APPROACH
- Needs of society is a more important concern. It
insists an approach that is a SOCIAL-
CENTERED one.
- The school is an institution of social reform.
Considers the school as an agent of change, an
institution of social reform.
- When the society is in crisis, it must look at the
school for guidance and direction
CURRICULUM DESIGN is the
planning period when instructors
organize the instructional units for
their course. Curriculum design
involves planning activities, readings,
lessons, and assessments that
achieve educational goals. 
CURRICULUM DESIGN can be
segmented into three forms.

1) SUBJECT-CENTERED design,
2) LEARNER-CENTERED design
3) PROBLEM-CENTERED design.
1. Subject-centered design focuses
on a specific discipline.
2. Learner-centered design focuses
on students’ own interests and goals.
3. Problem-centered design focuses
on specific issues and how to source
solutions.
 TYPES OF CURRICULUM DESIGN
SUBJECT-CENTERED LEARNER- PROBLEM-
DESIGN CENTERED DESIGN CENTERED DESIGN

• SUBJECT DESIGN • CHILD-CENTERED • LIFE-SITUATION

DESIGN DESIGN
• DISCIPLINE
DESIGN • EXPERIENCE- • RECONSTRUC-
CENTERED
• BROAD FIELDS TIONIST DESIGN
DESIGN
DESIGN
• ROMANTIC
• CORRELATIONAL (RADICAL
DESIGN DESIGN)
• PROCESS • HUMANISTIC
DESIGN DESIGN
Subject-Centered Curriculum Design
This type of curriculum design tends to focus on the SUBJECT rather
than the individual.

- describes what needs to be studied and how it should be studied.

CORE CURRICULUM is an example of a subject-centered design that
can be standardized across schools and the country as a whole. In
standardized core curricula, teachers are provided a pre-
determined list of things that they need to teach their students,
along with specific examples of how these things should be taught.
You can also find subject-centered designs in large college classes in
which teachers focus on a particular subject or discipline.
 Subject-Centered Curriculum Design
- The primary drawback of subject-centered
curriculum design is that it is not student-
centered. In particular, this form of curriculum
design is constructed without taking into account
the specific learning styles of the students. This
can cause problems with student engagement and
motivation and may even cause students to fall
behind in class.
SUJECT-CENTERED DESIGNS

SUBJECT DESIGN
• Oldest and best-known design
• Particularly focuses on what subject is being taught
• Said design rests on the idea that subjects are best
outlined in textbooks
• It is the teacher who normally assumes the active
role in lecturing, direct instruction, recitation and
large group dialogue.
• Reasoning is emphasized
SUJECT-CENTERED DESIGNS

DISCIPLINE DESIGN
• It allows learning of a “deep” understanding of the content
and knowledge of how it can be applied (Broudy’s
applicative knowledge)
• Its instructional emphases tends to be on specific, current
and factual information, and skills.
• Seen mostly in the college level; curriculum is taught
through a method which was used by scholars to study a
specific content of their fields. Example is when students
in Biology should learn how the biologists learn.
SUJECT-CENTERED DESIGNS

BROAD FIELD
• Conceptual clusters termed as HOLISTIC
CURRICULUM.
• It is commonly used by schools to promote
INTERDISCIPLINARY approach to
learning.
• The broad fields design combines two or
more related subject into a single broad
field of study.
SUJECT-CENTERED DESIGNS

BROAD FIELD
• This design focuses on the
CURRICULUM WEBS, connections
among related themes or concepts.
• Example of this design is the fusion of
subjects such as Economics, Political
Science, Sociology, and History into one
subject known as Social Sciences.
BROAD FIELD
SUJECT-CENTERED DESIGNS

CORRELATION DESIGN

• Halfway between separate and

total content integration.
• Attempts to identify ways in which
subjects can be linked yet
maintain their own identities.
SUJECT-CENTERED DESIGNS

CORRELATION DESIGN
• The content areas retain their characteristics,
and the teachers of these courses maintain
their subject matter specialties.
• Example of this is the teaching of English
literature and Social studies. The literary
pieces during the historical period can be used
as examples in the teaching of English
literature.
SUJECT-CENTERED DESIGNS

CORRELATION DESIGN
• Correlational design and broad-field design
are often associated to each other as both of
them is focusing on integration, but they are
really different. Correlation design combines
ONLY TWO SUBJECTS while broad-field will
combine several subjects. One could say that
correlation design is a simplistic version of
broad-field design.
SUJECT-CENTERED DESIGNS

PROCESS DESIGN
• Stresses the learning of GENERAL
PROCEDURES.
• Students learn the process of knowledge
acquisition.
• Gives attention to the procedures and
processes which individuals advance
knowledge.
LEARNER-CENTERED CURRICULUM DESIGN

Takes each individual's needs, interests, and

goals into consideration. In other words, it
acknowledges that students are not uniform
and adjust to those student needs. Learner-
centered curriculum design is meant to
EMPOWER LEARNERS and allow them to
shape their education through choices.
LEARNER-CENTERED CURRICULUM DESIGN
The drawback to this form of curriculum design is that it
is LABOR-INTENSIVE. Developing differentiated
instruction puts pressure on the teacher to create
instruction and/or find materials that are conducive to
each student's learning needs. Teachers may not have the
time or may lack the experience or skills to create such a
plan. Learner-centered curriculum design also requires
that teachers balance student wants and interests with
student needs and required outcomes, which is not an
easy balance to obtain.
LEARNER-CENTERED DESIGNS

CHILD-CENTERED DESIGN
• Learning should be centered on
students’ lives, needs and
interests.
• Learner is not a passive individual
but one who engages with the
environment.
LEARNER-CENTERED DESIGNS

CHILD-CENTERED DESIGN
•Considers knowledge as an
outgrowth of personal
experience.
•Learners actively construct
their own understandings.
LEARNER-CENTERED DESIGNS

EXPERIENCE-CENTERED DESIGN
• Children’s concern are the source of
shaping children’s school world.
• Curriculum cannot be pre-planned, that
everything had to be done “ON THE
SPOT”.
• Heavy emphasis on learners' interests
and felt needs.
LEARNER-CENTERED DESIGNS

EXPERIENCE-CENTERED DESIGN
• Curriculum would ever be CHANGING in
addressing the needs of students.
• Example of this can be a curriculum that
takes in consideration the multiple
intelligence theory wherein students are
empowered to shape their own learning
through the different opportunities provided
by the teachers.
LEARNER-CENTERED DESIGNS

ROMANTIC (RADICAL) DESIGN

• Schools are using their curricula to
indoctrinate and then control
students rather educate and liberate
them. Therefore, emancipation is the
goal of education.
LEARNER-CENTERED DESIGNS

ROMANTIC (RADICAL) DESIGN

• Curricula is characterized by
teachers’ and students’ actions that
break barriers, challenge and unpack
preconceptions, critically analyze
theories, and discover new ways to
process significant questions.
LEARNER-CENTERED DESIGNS

ROMANTIC (RADICAL) DESIGN

• Individual should gain those awareness,
competencies, and attitudes to enable
them to take control of their lives.
• Radicals view society as deeply flawed
and believe that education indoctrinate
students to serve controlling groups.
LEARNER-CENTERED DESIGNS

HUMANISTIC DESIGN
• A curriculum that stresses the development
of POSITIVE SELF-CONCEPT and
INTERPERSONAL SKILLS.
• According to Carl Roger, self-directed
learning draws on one’s own resources to
develop self-understanding and guide their
own behavior.
LEARNER-CENTERED DESIGNS

HUMANISTIC DESIGN
• Educators should plan an environment that inspire
genuineness, empathy and respect for self and
others
• Society must foster morality and spirituality, not just
knowledge and power.
• Humanistic education stresses participation,
highlights power sharing, negotiation and joint
responsibility.
PROBLEM-CENTERED CURRICULUM DESIGN

Like learner-centered curriculum design, problem-

centered curriculum design is also a form of
student-centered design. Problem-centered
curricula focus on teaching students how to look
at a problem and come up with a solution to the
problem. Students are thus exposed to REAL-LIFE
ISSUES, which helps them develop skills that are
transferable to the real world.
PROBLEM-CENTERED CURRICULUM DESIGN
Problem-centered curriculum design
increases the relevance of the curriculum
and allows students to be CREATIVE AND
INNOVATE as they are learning.

The drawback to this form of curriculum

design is that it does not always take
learning styles into consideration.
PROBLEM-CENTERED DESIGN

LIFE-SITUATION DESIGN
• Focus on the problem-solving procedures for learning
• Content is organized in ways to allow students to
clearly view problem areas
• Utilizes past and current experiences of learners as a
means of making them analyze the basic areas of
living
• Linking of subject matter to real situations increased
the relevance of curriculum
PROBLEM-CENTERED DESIGN

RECONSTRUCTIONIST DESIGN

• Promotes social action aimed at

reconstructing society.
• Promote society’s social, political
and economic development.
PROBLEM-CENTERED DESIGN

RECONSTRUCTIONIST DESIGN

•Emphasize social justice to its

curricula.
•Schools play a major role in
reorganization of the society to
promote common good.
PROBLEM-CENTERED DESIGN

RECONSTRUCTIONIST DESIGN
• George Counts argued the curricula
should involve students in creating a
more equitable society.
• Curriculum should address contemporary
social problems and social action projects
aimed at reconstructing society.
 MODULE 3
Curriculum Development

WORKSHEET NO. 1
Curriculum Approaches and Designs

Analyze the present curriculum and its

implementation. Then categorize what type of
curriculum approach/es have been used and why.
1. K-12 (Enhanced Basic Education Curriculum)
2. UBD (Understanding by Design)
3. OBE (Outcomes-based Education)
Rubrics/Scoring guide:
SIMPLIFIED 3-Point Scale for the Analysis of our
present curriculum 
3 2 1
Ideal Outcome: Excellent Fair Poor
The information  on 100%-95% (94%-90%) (89%-85%)
the   K-12; UBD & Clear presentation of Clear but somewhat Inadequate
OBE are clearly K-12, UBD & OBE. with limited range of information, poorly
stated & analyzed. Very informative, well information, not well organized,  shows
Presents ideas organized,  shows organized, shows little understanding
showing strong understanding adequate & not creatively
understanding of of topics & analyzes understanding and presented.
topics & word-choice well the gathered with Creativity.
creatively.  information
creatively.