Curriculum Design Theory Presentation

Ratry Khoonsrivong EDU-522-0500

Curriculum Design Theories

Curriculum design refers to the process of planning formal learning experiences (Dodd, 2020). The development of curriculum is no easy feat due to its many complexities. To design curriculum, consideration must be given to how the parts interrelate. The plan or arrangement of curriculum is the essential part of the design. The parts of curriculum should promote the whole. When designing curriculum, research is an important step in the process. Establish goals based on the philosophical, educational, and curriculum premise of the school or district. Then consider the needs and aspirations of the students. Once students needs are established, then decide how to organize the different design components. The next course of action is to decide how will the various design components be implemented. After, compare the design components (objectives, content, learning experiences, and evaluation approaches against the school or district's mission. The last step in the design process is to evaluate the curriculum. Curriculum should achieve scope, sequence, continuity, integration, articulation, and balance (Ornstein & Hunkins, 2016).

Overview of the Curriculum Design Process

Curriculum design theory is the scientific and technical framework for curriculum development. Curriculum theory aids in describing and explaining concepts, principles, and relationships that exist within the field. Although it is impossible to fully predict educational outcomes, curriculum theory has predictive value, rigorous laws yield high probability and control. Understanding and having knowledge of curriculum design theory leads to a systematic approach in curriculum development and establish worthwhile practices (Ornstein & Hunkins, 2016).

Summary of Curriculum Design Theory

1. Subject-centered
2. Learner-centered
3. Problem-centered

These design models attend in different degrees of emphasis to the three central ideas noted by Egan: socialization, Plato's academic idea, and Rousseau's developmental ideas (Ornstein & Humkins, 2016)

Curriculum Design Models

Subject-centered design models are the most popular and widely used. In this model, content and knowledge are the most essential parts of the curriculum. This design is heavily influenced by Plato's academic idea (Ornstein & Hunkins, 2016).

Subject-Centered Design Model

Discipline Design:Discipline design is based on content's inherent organization. The discipline design's orientation specifys its focus on the academic disciplines. This discipline aims to foster students to utilize information to generate knowledge and understanding. Discipline design promotes teachers teaching for intelligence (Ornstein & Hunkins, 2016).

Subject Design: This design relates to textbook treatment and teachers' training as subject specialists due to the continued stress on school standards and accountability. In subject matter design, the curriculum is organized based on how essential knowledge has developed in various subject areas (Orstein & Hunkins, 2016).

Subject-Centered Designs

Correlation Design:In correlation design, the idea was not to create broad field design but acknowledged that there are times when separate subjects require integration to avoid fragmentation of curricular content. Correlation design attempts to find ways in which subjects can be related, however maintain their separate identities (Ornstein & Hunkins, 2016).

Broad-Field Design:Often recognised as interdisciplinary design, this design came about to correct what many educators considered the fragmentation and compartmentalization which resulted from subject design. This design attempted to integrate content that fit together logically. For example, Biology, chemistry, and physics can be integrated into general science (Ornstein & Hunkins, 2016)

Subject-Centered Designs

Process Designs:The focus in process design is teaching for intelligence and on the development of intellectual character. Process designs focus on the student as the meaning maker (Ornstein & Hunkins, 2016)

Subject-Centered Designs

In learner-centered models, the focus of the program is the students. These types of models are used more often in the elementary and preschool levels. The belief in these models is that the teacher's role is to provide the environment for opportunities to learn and the students are the "drivers" of their learning experience (Ornstein & Hunkins, 2016).

Learner-Centered Design Model

Experience-Centered Design:This design resembles child-centered designs in which children's needs and interests are the center of organizing students' learning, however their needs and interests cannot be anticipated. Experience-centered design emphasizes the learner's interests, creativity, and self-direction. Teachers create stimulating learning environments so students can explore, come into direct contact with knowledge, and observe others' learning and actions. (Ornstein & Hunkins, 2016).

Child-Centered Design:In Child-centered design, advocates believe that the students must be active in their learning environments. This design focuses on students' lives, needs, and interests. Careful observation of students are required to understand those needs and interests. Interests must have educaitonal value (Orstein & Hunkins, 2016).

Learner-Centered Designs

Humanistic Design:Human designs suggest that there is a connection between learning and feeling. Humanistic educational designs emphasize human potential and suggests that educators must permit students to feel, value, and grow (Ornstein & Hunkins, 2016).

Romantic (Radical) Design: Radicals believe that present curriculum aims to indoctrinate rather than emancipate learners. Supporters of the romantic design believe that individuals must learn how to critique knowledge. Learning should be reflective and not imposed by people in power. This design promotes students to not only learn the curricula but to experience the curricula as coadventurers (Ornstein & Hunkins, 2016).

Learner-Centered Designs

Problem based designs suggests that students learn through complex and open ended problems. Real world problems are used to encourage students to learn through principles and concepts. It aims to develop critical thinking skills, problem solving abilities, communication skills and lifelong learning (Ali, 2019).

Problem-Centered Designs

Reconstructionist Design:In reconstructional design, educators advocate that curricula should advance social justice. They believe that curruculum should foster social action that aims to reconstruct society (Ornstein & Hunkins, 2016).

Life-Situations Design:Life-situations design integrates subject matter, cutting across separate subjects and centering on related categories of social life. Students are encouraged to learn and apply problem solving procedures (Ornstein & Hunkins, 2016).

Problem-Centered Designs

Ali, S.S. (2019). Problem based learning: A student-centered approach. Canadian Center of Science and Education. Retrieved https://files.eric.ed.gov/fulltext/EJ1212283.pdf Dodd, B. J. (2020). Curriculum design processes. In J.K McDonald & R. E West, Design for Learning: Principles, Processes, and Praxis. Ed Tech Books. Retrieved from https://edtechbooks.org/id/curriculum_design_process Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: Foundations, principles, and issues, 7/e (7th ed.). Pearson Education.

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