Want to make interactive content? It’s easy in Genially!

Over 30 million people build interactive content in Genially.

Check out what others have designed:

Transcript

Malorie ClaesCollege of Education, Grand Canyon UniversityEDU-522:Curriculum Design TheoriesDr. Mary WebbDecember 7th, 2022

Curriculum Desgin Theories

Summary of Design Approaches

Resources

Problem-Centered Design Theory

Learner-Centered Design Theory

Subject-Centered Design Theory

Summary of Curriculum Design Theory

Overview of Curriculum Design Theory

Index

  • Curciculum design process can be explained as the step-by-step process used to create improvement in schools (Stutt, 2022).
  • The curriculum design process is a very difficult process.
    • It takes a lot of collaboration, planning, and decision making (Moore, 2021).
  • The curriculum design process consists of six steps (Moore, 2021):
    • Principles and Purpose
      • Find the intent of the curriculum
    • Entitilement and Enrichment
      • How you will incorporate what your students already know and how their learning will be broadened
    • Breadth and Balance
      • Putting together the content of the curriculum and how you will teach it
    • Teaching Narrative
      • Planning how you will deliver/teach the curriculum
    • Resources
      • Making sure that the curriculum is using high quality resources
    • Review and Evaluate
      • Reflect on the curriculm and decide what went well and what could be changed for future lessons
What is the process?

Overview of Curriculum Design Process

  • Curriculum Design Theory is a way for educators to take their framework, and make sure that their students are learning all that they can.
  • When designing a curriculum, to consider philosphy and learning theories to ensure students will learn in the most effective way (Umran, 2020).
  • There are three different models of curriculum design (Stutt, 2022):
    • Subject-centered design
    • Lerarner-centered design
    • Problem-centered design
  • Curriculum design is the specific way that curriculum is organized and delivered within a clssroom (Stutt, 2022).
  • When designing curriculum educators are looking for (Stutt, 2022):
    • Learnig objectives
    • Method(s) of delivery
    • Timely and relevant bridge-ins
    • Course content and readings
    • Both low- and high-stakes assessments

Summary of Curriculum Design Theory

(Stutt, 2022)

Revolves around finding a solution to a problem.

Problem-Centered Design Theory

Revolves aroudnd the students and their needs.

Learner-Centered Design Theory

Revolves around a specific subject.

Subject-Centered Design Theory

Curriculum Design Theory Models

Subject-centered Design Theory

01

(Alagos, 2022)

Subject-Centered Design Theory in a Classroom

What is it?
  • Subject-centered design theory is a theory that revolves around a specific subject matter rather than the students (Stutt, 2022).
    • Math, ELA, Social Studies, Science, etc.
  • Subject-centered design is the most comoom design theory found in schools.
    • School districts send out pacing guides with dated timelines to follow.
  • Subject-centered is not curriculum driven and not concerned with individual learning styles.
  • There can sometimes be low engagement and motivation from the students (Stutt, 2022).
    • This can be caused by not being interested or feeling connected to how the curriculum is being delivered.

Subject-Centered Design Theory

Learner-Centered Design Theory

02

(Alagos, 2022)

Learner-Centered Design Theory in a Classroom

  • Learner-centered design theory is a theory that revolves around student needs, interests, and goals (Stutt, 2022).
    • Different academic levels, likes/dislikes, etc.
  • Learner-centered design acknowledges that not all students are uniform and have individual ways of learning.
    • Since studnets are individuals, they should not have to learn in standaradized ways.
  • Subject-centered design is the most comoom design theory found in elementary and preschools schools.
  • Learner-centered curriculum is made up of sleceted assignments that are interesting and relevant to the students.
  • This design theory often encourages high engagement and motivation from the students (Stutt, 2022).
    • This can be caused due to them feeling like they are represented within the classroom.
  • This leanring theory can create added work and pressure on to teachers.
    • This is caused by teachers having to create content around each individual students needs and preferences.
What is it?

Learner-Centered Design Theory

Problem-Centerd Design Theory

03

(Alagos, 2022)

Problem-Centered Design Theory in a Classroom

  • Problem-centered design theory is a theory that revolves around teaching students how to look at a problem and create a solution for that problem (Stutt, 2022).
  • Problem-centered design is said to engage students in more of an authentic learning style.
    • This is because they are provided with real world problems/issues and develop life skills.
  • Problem-centered design theory increases creativity, innovation, and collaboration to relevent topics in the classroom (Stutt, 2022).
    • Students work together to solve these real world problems while building the necessary skills they will need in the future.
  • Like the subject-centered design theory, sometimes this theory does not allow for all individual needs and interests to be reprepsented in the classroom.
What is it?

Problem-Centered Design Theory

  • Behaviorial Design Approach
    • This is the oldest and most used approach.
    • It is based off of models and step by step directions that follow a set plan.
  • Managerial Design Approach
    • This approach revolves around the social aspect of schools and how everyone interacts with one another.
    • Managerial design also relies on a plan and logical steps while it is being used.
  • Systems Academic Design Approach
    • The systems appraoch is similar to the managerial approach but emphasizes the organization of people, policies, the school, and curriculum.
    • This way of thinkinking allows for people to see that they must learn how to communicate, cooporate, and respect others' opions when wourking in a group.
  • Academic Design Approach
    • This approach is known as the tradtitional, encylopedic, synoptic, intellectual, knowledge-oriented approach.
    • The academic design approach is much more scholarly, theoretical, and broad.
  • Humanistic Design Approach
    • The humanistic approach is rooted in progressive philosophy and is driven by child-centered learning.
    • This approach allows for lessons based on life experiences, colloboration, field trips, creative problem solving, and many opportunities for socialization.
  • Postmodern Design Approach
    • The postmodern design apporach states that there is no one certain way to design curriculum
    • This approach looks at school as an extension of society and focuses on how the curriculum works with they political, econimic, social, moral, and artisitc ways
What are they? (Ornstein & Hunkins, 2016)

Summary of Design Approaches

Alagos, E. (2022). Representative of curriculum designs (Part 1: Subject-centered designs). Video. Youtube. https://www.youtube.com/watch?v=SnZyMRt4XHU&t=5sAlagos, E. (2022). Representative of curriculum designs (Part 2: Learner-centered designs). Video. Youtube. https://www.youtube.com/watch?v=R4VHDggtAAIAlagos, E. (2022). Representative of curriculum designs (Part 3: Problem-centered designs). Video. Youtube. https://www.youtube.com/watch?v=HSfkIBd-rAwMoore, M. 2021. Six steps of curriculum design. Cornerstones. https://cornerstoneseducation.co.uk/news/how-to-design-your-curriculum/Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues, 7/e. (7th ed). Upper Saddle River, NJ Stutt, A. (2022,). Curriculum development and the 3 models. Top Hat. https://tophat.com/blog/curriculum-development-models-design/ Umran, S. (2020). Curriculum design approaches of pre-service teachers receiving pedagogical formation training. International Journal of Progressive Education, 16(4), 192–200. https://files.eric.ed.gov/fulltext/EJ1273101.pdf/ : 10.29329/ijpe.2020.268.12

References