Curriculum Design Theories

February 10th, 2021

Student: Nidia PerezProfessor: Mark Potts

Curriculum design THEORIES

EDU-522

References

Curriculum Design Approaches

Curriculum design process

Curriculum Design Models

Curriculum Design Theory

Index

Presenter's NotesAfter some research the picture presented here is my preferred arrangement of the curriculum elements that created myself.

Reference:Ornstein, A.C. & Hunkins, F.P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Educataion

Curriculum Design Process

• Curriculum design refers to the arrangement of the following curriculum elements
• Subject matter or content
• Goals and objectives
• Instructional methods and materials
• learner experience or activities
• Evaluation
• Curriculum design creates a framework for planning the ultimate look of the curriculum after its development.

Presenter's NotesI will be discussing the major theories in curriculum starting with the three curriculum design models to the six curriculum approaches

Reference: Pinar, W. (2004). What Is Curriculum Theory? Taylor & Francis

• Definition of curriculum theory is the knowledge behind the methods for developing and designing a curriculum and its applications.
• Good curriculum theory must include a description and explanation of the concepts, principles, and relationships within the field.
• Curriculum theory provides a systematic approach and valuable practices.
• Overall the purpose of curriculum theory is to describe the process, predict the outcomes, explain the reasons, and guide the process of curriculum design.

Summary of Curriculum Design Theory

Presenter's Notes: In this slide, I have placed links that will take to the summary of each model design and their subcategories by clicking on the

Reference:Ornstein, A.C. & Hunkins, F.P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Educataion

Curriculum Design Models

Purpose of Curriculum Design

• The ultimate goal when designing a curriculum is to improve student learning.
• To achieve this goal, it is important to be knowledgeable of all the models available.
• Most curriculum designs are a modification or interpretation of these three models designs

Presenter's Notes: The first curriculum design model that I would like to discuss is the subject centered. This is currently the design used at my district and so I am familiar, but did not know that there were these many different categories within. This design breaks into 5 small designs. I have labeled them with a book. Please click on each book to learn about each one.

Process Design

Correlations Design

Broad Field Design

Discipline Design

Subject-Centered Design Model

Brief Summary

• This type of curriculum focuses on the subject rather then the individual
• This type of curriculum is the most popular and widely used in the k-12 public schools in the country.
• This type of curriculum describes what needs to be studied and how it should be studied.

Reference: Schweitzer, K. (2019). Curriculum design: definition, purpose and types. ThoughtCo. https://www.thoughtco.com/curriculum-design-definition-4154176

Subject Design

Presenter’s notes: The second design is the learner-centered design. Is in my opinion the ideal design model. But from the perspective of a secondary teacher, I find this design difficult to utilize because of the high standards and test knowledge required. There are four designs within this design model and if you click in the picture a small window will pop up and give you key points about each one.

Reference Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

Humanistic Design

Child-Centered Design

Experience-Centered Design

Romantic (Radical) Design

Learner-Centered Design Model

Brief Summary

• This type of design is more common in the elementary school and pre-school level than in at the secondary level.
• In this design model play is an important learning method.
• Students are free to fully absorb an activity.
• Teachers are not creators of these activities, the student is. The teacher gives the opportunities for these experiences to occur.

Presenter’s notes: The third and last design is the problem-centered design. This design, I have not seen in use at any level. After my reading and research it appeared to me too politically involved. There are only two designs within. I found this interesting, since the other two were more than double in the number of designs than this one. Please click on the picture so that a window pops out with key points about each one.

Reference: Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

Brief summary:

Reconstructionist Design

Problem-Centered Design Model

Life Situations Design

• Focuses on real-life problems of individuals and society.
• Intended to reinforce cultural traditions and undertake the needs of the community and society that have not been met.
• What distinguishes this design from others is that the emphasis is on both content and the development of the learner.

Presenter’s notes: According to the Webster Dictionary, the definition of an approach is “the taking of preliminary steps toward a particular purpose,” so by this definition these next last three slides will discuss the steps towards curriculum design. There are six different curriculum design approaches.

Reference Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

• A teacher’s perception, values, and knowledge are reflected in the curriculum approach.
• The curriculum design, the roles of students, teachers and curricularist as well the objectives are expressed through the curriculum approach.
• Most educators are not fully committed to one approach specifically. Instead the educator selects from the approaches based on the situations at hand.
• These are the six curriculum approaches: behavioral, managerial, systematic, academic, humanistic and postmodern.

Curriculum Design Approaches

Presenter’s notes: The first two approaches are behavioral and managerial. Behavioral approach is focused by content, while the managerial approach focuses on the scheduling, resources and space.

Brief summary:

Reference Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

• This approach is a social system where learners, educators, and curricularist interact.
• An organizational and administrative approach to curriculum where the curriculum is determined by programs, schedules, space, resources, and equipment.
• Roles of the curricularist:
• In many occasion this person would be a principal or even a superintendent who ar politically active.
• A practitioner not a theorist, change person, resource person, and facilitators who follow the school’s mission and reports to administrators.
• This approach is overly concerned with curriculum organization and implementations more than content.

• The oldest and dominant approach to curriculum.
• Special characteristics: scientific, technical, logical, prescriptive approach, content and objective driven.
• Based on the idea of efficiency observed in the business industries.
• The goal of this approach is to minimize the teaching and learning to specific behaviors with measurable activities.
• This approach has evolved and is currently allowing for research and investigations.

Brief summary:

Presenter’s notes: The next two approaches are systems and academic approaches. Along with the behavioral and managerial approaches, the systems and academic approaches are aiming towards a subject centered design model. The six subject-centered designs are all systematic, managerial, behavioral and academical.

Reference Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

• In this approach curriculum is developed from a scholarly and theoretical perspective.
• This approach is concerned with different aspects of the school curriculum beyond the subject matter and pedagogy.
• Curricuralist in this approach consider areas not common such as religion, psychotherapy, literary criticism and linguistics.
• The learner, society and the organized content are the three fundamental factors that the academic approach is based on. These three factors should not be separated from one another but instead make a whole.

Brief summary:

• The managerial approach is the foundation of the systems approach.
• In this approach organizational diagrams, flowcharts and committees construct the curriculum.
• This is a popular approach in large districts because of its systematic organization that allows for easy decision making in regards to curriculum, instruction, testing, evaluation, personnel, and budgeting.
• Curricularist following this approach are concerned with issues relevant to the entire school system and not just the content or specific area.

Brief summary:

Presenter’s notes: We close this presentation with the humanistic and postmodern approaches. These two approaches are aiming towards a learner and problem centred design. Both are learner centered and not content driven. Both are highly difficult to implement in a secondary school, so it was difficult for me to relate to these two.

Reference Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Education.

• This approach is an extension of the humanistic approach but it is highly concerned with change and reform.
• The focus of this approach is ideologist issues in education such as political, economic, social and moral issues. In present times curricularists are more concerned with inequality, discrminantion and oppression issues.
• Curriculum development using this approach has no precise method but it is more of a communal conversation. It is not a close system but open. It brought diversity to the curriculum development.

• This approach is most popular in the preschool and elementary schools because of its child centered approach.
• Lesson planning is based on creative problem solving and active student participation. Examples of this are group games, group projects, artistic endeavours, field trips, learning centers and tutoring stations.
• Curriculum committees are created from inside the school verses from the administrative level down.
• Due to the high demand from state testing and high academic standards makes this approach not easily applicable.

Brief summary:

Brief summary:

Thanks for your attentionHere are my references

References: Ornstein, A.C. & Hunkins, F.P. (2017). Curriculum: foundations, principles and issues, 7th edition. Pearson Educataion Pinar, W. (2004). What Is Curriculum Theory? Taylor & FrancisSchweitzer, K. (2019). Curriculum design: definition, purpose and types. ThoughtCo. https://www.thoughtco.com/curriculum-design-definition-4154176