Curriculum Design Theories
Araceli Lombera
index
Curriculum Design Process
Summary of Curriculum Design Theory
Curriculum Design Models
Curriculum Design Approaches
References
Curriculum Design Process
The curriculum desing process takes into account the learner experience, instructional methods and materials, subject matter, and is influenced by many different designs (Ornstein & Hunkins, 2017) . It provides a template for planning the look of the curriculum after it has been developed (Ornstein & Hunkins, 2017) .
Summary of Curriculum Design Theory
A high quality curriculum theory is systematic and includes practices that have been proven to work (Orstein & Hunskins, 2017). It expresses the concepts, relationships, and principals of the subject matter (Orstein & Hunskins, 2017). It is characterized by its rigor, factors that are predictatable, and control (Orstein & Hunskins, 2017). However it is important to keep in mind that not all educatonal outcomes are not completely predicatable.
Curriculum Design Models
The purpose of curriculum design models is to enhance student learning in prepation for the next grade level. Previous and future knowlegde of the student should be taken into account (Schweitzer, 2019).
Subject-Centered
Learner-Centered
Problem-Centered
This model is centered around a specific subject and is the most popular for k-12 public schools in our country.
This model focuses on real-life issues, culture, community. Learners take an active role in finding solutions to social issues.
This is a more progressive design that takes into account the needs, interests, and goals of the learner.
Curriculum Design Approaches
Curriculum approaches reflect the holistic ways of thinking about the curriculum and the different ways of connecting the thought process with student practice (UOP, n.d).
Managerial Approach
Behavorial Approach
System Approach
This approach weighs more heavily on how administrators and specialists can clear the way for change.
This approach focuses on what a student is able to do after learning has taken place.
This approach has to do with oraganizing curriculum into a system.
Humanistic Approach
Academic Approach
Postmodern Approach
This approach tries to analyze concepts and trends in the curriulum from a scholary point of view.
This approach concentrates on the development of the whole child.
This approach is an extension to the humanistic approach with a high concentration on change and reform.
Behavioral Approach
The behavioral approach is the oldest and most dominate approach that has been applied to all subjects since the 1920s. It provides a blueprint of goals and objectives for sequenced activities and evaluated learned outcomes. It is an approach that is logical with scientific principles and outcomes are based on skills and knowlegde which student reports are based on. This idea began with the concept of effciency that was lead by the business industry. This meant increasing class size, lowering teacher pay, and decreasing administrators in order to reduce costs.
Reference:Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues. (7th ed). Pearson Education. Upper Saddle, NJ: Peason. ISBN-13: 9780134060354 UOP.(n.d.). Curriculuum theory, curriculum development and curriculum implementation. University of Pretoria.
Approach
Managerial Approach
The mangerial approach calls for students, teachers, curriculum specialists, and administrators to work along side one another and sees schools as a social system in which priority is given to the committe processes, human relations, and decision making. Curriculum is established by using programs, schedules, resources, and equipment. It fosters innovation and change.
Reference:Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
System Approach
The system approach involves both the clients and stakeholsers. The clients are the students, parents, and studetn's future employers. The stakeholders are the people who depend on the quality of the school. It consist of the following parts: *task analysis *definition of learning objectives *assessment plan *learning materials *revision plan *implementation of final product
Reference:Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN- 13: 9780134060354 UOP.(n.d.). Curriculuum theory, curriculum development and curriculum implementation. University of Pretoria.
Academic Approach
The academic approach takes into account several foundational topics such as historical, philosophical, social, and political. The center of attention is based on comprehending how knowledge can be formed, deformed, and reformed from a scholary view. It incorporates religion, liteacy critism, and linguistics into the curriculum.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Humanistic Approach
The humanistic approach is more progrssive approach to teaching that started in the early 1900s. It considers the personal and social components of curriculum in order to address the whole-child. It believes lesson plans should include group projects, VAPA activities, centers/workshops for small group learning, independent learning, and collaborative opportunities for students. Students should be active participates in their learning and life experiences should be taken into account. The school should provide field trips and tutoring oppotunities. Curriculum decisions are lead by teachers and students are welcomed to share their thoughts. Art, health, and humanities hold the same value as the core subjects areas.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Postmodern Approach
The postmodern approach is geared towards theory rather than practical studies. It believes students should be crtical thinkers and question society, because they have the potential to change society thorugh social activism. It holds that curricula today is over controlling and created to continue with social inequalties and order. This approach stands for developing curriculum through community conversions and remains open.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
References
J. Button, L. (2021). Curriculum essentials: A journey. Pressbooks. https://oer.pressbooks.pub/curriculumessentials/front-matter/dedication/
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Stutt, A. (2023). Curriculum development and the 3 models. Top Hat. https://tophat.com/blog/curriculum-development-models-design/#:~:text=There%20are%20three%20models%20of,%2C%20and%20problem%2Dcentered%20design.
UOP. (n.d.). Curriculum theory, curriculum development and curriculum implementation. University of Pretoria. https://repository.up.ac.za/bitstream/handle/2263/24169/02chapter2.pdf?sequence=3&isAllowed=y#:~:text=The%20managerial%20approach%20entails%20consideration,with%20certain%20norms%20and%20behaviours.
This model includes the following designs: Subject Design: Subject content is easy to deleiver because it is oraganized into textbooks, eBooks, or computer information. One con are that it does not give room for the learners to choose what they are interested in learning. Discipline Design: Learners understand concepts by experience academic disclines. It strives to promt student thinkers that can use the information they have gained to create knoledge and new understandings. Broad-field design: This is the idea of combining two or more subjects. Some have termed as integrating thematic units or "holistic curriculum." However, some argue the depth of knowledge learners receive from the broadness of informtion delivered. Correlation Design: It attempts to connect related subjects, but still separate each subject. Some examples are connecting literature to history or math and science. It is difficult because it requires much lesson planning and time for tearchers from different subjects to collaborate. Process Design: It suggest learners be taught to be critical thinkers and leran how to process subject matter in order to gain knowledge. Reference: Ornstiein, A.C. & Hunkins, F.P. (2017). Curriulum: Foundations, prinicples, and issues. (7th ed). Upper Saddle River, NJ: Person. ISBN-13: 9780134060354
This model includes the following designs: Child-centered Design: This design advocates that students' interests, needs, and lives should create their learning environments therefore making them active learners and empowering them. Experience-centered Design: This design stresses on the activity rather than on the teaching. It still holds students as the focus, but believes students' interests cannot be anticipated therefore no curriculum can be established and this makes it a challenge to implement. Romantic (Radical) Design: This design aims to have students critique knowledge and that knowledge should not be imposed by someone in power. The curriculum address social and economical inequalities and teachers tend to be very political. Humanistic Design: This design permits learners to participate in learning with emotion, wonder, and imagination that provokes thought and inspires participation in a community. Reference: Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, (7th ed). Upper Saddle River, NJ: Pearon. ISBN-13: 9780134060354.
Curriculum Design Theories
Araceli Lombera
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Curriculum Design Theories
Araceli Lombera
index
Curriculum Design Process
Summary of Curriculum Design Theory
Curriculum Design Models
Curriculum Design Approaches
References
Curriculum Design Process
The curriculum desing process takes into account the learner experience, instructional methods and materials, subject matter, and is influenced by many different designs (Ornstein & Hunkins, 2017) . It provides a template for planning the look of the curriculum after it has been developed (Ornstein & Hunkins, 2017) .
Summary of Curriculum Design Theory
A high quality curriculum theory is systematic and includes practices that have been proven to work (Orstein & Hunskins, 2017). It expresses the concepts, relationships, and principals of the subject matter (Orstein & Hunskins, 2017). It is characterized by its rigor, factors that are predictatable, and control (Orstein & Hunskins, 2017). However it is important to keep in mind that not all educatonal outcomes are not completely predicatable.
Curriculum Design Models
The purpose of curriculum design models is to enhance student learning in prepation for the next grade level. Previous and future knowlegde of the student should be taken into account (Schweitzer, 2019).
Subject-Centered
Learner-Centered
Problem-Centered
This model is centered around a specific subject and is the most popular for k-12 public schools in our country.
This model focuses on real-life issues, culture, community. Learners take an active role in finding solutions to social issues.
This is a more progressive design that takes into account the needs, interests, and goals of the learner.
Curriculum Design Approaches
Curriculum approaches reflect the holistic ways of thinking about the curriculum and the different ways of connecting the thought process with student practice (UOP, n.d).
Managerial Approach
Behavorial Approach
System Approach
This approach weighs more heavily on how administrators and specialists can clear the way for change.
This approach focuses on what a student is able to do after learning has taken place.
This approach has to do with oraganizing curriculum into a system.
Humanistic Approach
Academic Approach
Postmodern Approach
This approach tries to analyze concepts and trends in the curriulum from a scholary point of view.
This approach concentrates on the development of the whole child.
This approach is an extension to the humanistic approach with a high concentration on change and reform.
Behavioral Approach
The behavioral approach is the oldest and most dominate approach that has been applied to all subjects since the 1920s. It provides a blueprint of goals and objectives for sequenced activities and evaluated learned outcomes. It is an approach that is logical with scientific principles and outcomes are based on skills and knowlegde which student reports are based on. This idea began with the concept of effciency that was lead by the business industry. This meant increasing class size, lowering teacher pay, and decreasing administrators in order to reduce costs.
Reference:Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues. (7th ed). Pearson Education. Upper Saddle, NJ: Peason. ISBN-13: 9780134060354 UOP.(n.d.). Curriculuum theory, curriculum development and curriculum implementation. University of Pretoria.
Approach
Managerial Approach
The mangerial approach calls for students, teachers, curriculum specialists, and administrators to work along side one another and sees schools as a social system in which priority is given to the committe processes, human relations, and decision making. Curriculum is established by using programs, schedules, resources, and equipment. It fosters innovation and change.
Reference:Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
System Approach
The system approach involves both the clients and stakeholsers. The clients are the students, parents, and studetn's future employers. The stakeholders are the people who depend on the quality of the school. It consist of the following parts: *task analysis *definition of learning objectives *assessment plan *learning materials *revision plan *implementation of final product
Reference:Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN- 13: 9780134060354 UOP.(n.d.). Curriculuum theory, curriculum development and curriculum implementation. University of Pretoria.
Academic Approach
The academic approach takes into account several foundational topics such as historical, philosophical, social, and political. The center of attention is based on comprehending how knowledge can be formed, deformed, and reformed from a scholary view. It incorporates religion, liteacy critism, and linguistics into the curriculum.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Humanistic Approach
The humanistic approach is more progrssive approach to teaching that started in the early 1900s. It considers the personal and social components of curriculum in order to address the whole-child. It believes lesson plans should include group projects, VAPA activities, centers/workshops for small group learning, independent learning, and collaborative opportunities for students. Students should be active participates in their learning and life experiences should be taken into account. The school should provide field trips and tutoring oppotunities. Curriculum decisions are lead by teachers and students are welcomed to share their thoughts. Art, health, and humanities hold the same value as the core subjects areas.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Postmodern Approach
The postmodern approach is geared towards theory rather than practical studies. It believes students should be crtical thinkers and question society, because they have the potential to change society thorugh social activism. It holds that curricula today is over controlling and created to continue with social inequalties and order. This approach stands for developing curriculum through community conversions and remains open.
Reference: Ornstein, A. C., & Hunkins, F. P. (2016). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
References
J. Button, L. (2021). Curriculum essentials: A journey. Pressbooks. https://oer.pressbooks.pub/curriculumessentials/front-matter/dedication/
Ornstein, A. C., & Hunkins, F. P. (2017). Curriculum: foundations, principles, and issues. (7th ed). Upper Saddle River, NJ: Pearson. ISBN-13: 9780134060354
Stutt, A. (2023). Curriculum development and the 3 models. Top Hat. https://tophat.com/blog/curriculum-development-models-design/#:~:text=There%20are%20three%20models%20of,%2C%20and%20problem%2Dcentered%20design.
UOP. (n.d.). Curriculum theory, curriculum development and curriculum implementation. University of Pretoria. https://repository.up.ac.za/bitstream/handle/2263/24169/02chapter2.pdf?sequence=3&isAllowed=y#:~:text=The%20managerial%20approach%20entails%20consideration,with%20certain%20norms%20and%20behaviours.
This model includes the following designs: Subject Design: Subject content is easy to deleiver because it is oraganized into textbooks, eBooks, or computer information. One con are that it does not give room for the learners to choose what they are interested in learning. Discipline Design: Learners understand concepts by experience academic disclines. It strives to promt student thinkers that can use the information they have gained to create knoledge and new understandings. Broad-field design: This is the idea of combining two or more subjects. Some have termed as integrating thematic units or "holistic curriculum." However, some argue the depth of knowledge learners receive from the broadness of informtion delivered. Correlation Design: It attempts to connect related subjects, but still separate each subject. Some examples are connecting literature to history or math and science. It is difficult because it requires much lesson planning and time for tearchers from different subjects to collaborate. Process Design: It suggest learners be taught to be critical thinkers and leran how to process subject matter in order to gain knowledge. Reference: Ornstiein, A.C. & Hunkins, F.P. (2017). Curriulum: Foundations, prinicples, and issues. (7th ed). Upper Saddle River, NJ: Person. ISBN-13: 9780134060354
This model includes the following designs: Child-centered Design: This design advocates that students' interests, needs, and lives should create their learning environments therefore making them active learners and empowering them. Experience-centered Design: This design stresses on the activity rather than on the teaching. It still holds students as the focus, but believes students' interests cannot be anticipated therefore no curriculum can be established and this makes it a challenge to implement. Romantic (Radical) Design: This design aims to have students critique knowledge and that knowledge should not be imposed by someone in power. The curriculum address social and economical inequalities and teachers tend to be very political. Humanistic Design: This design permits learners to participate in learning with emotion, wonder, and imagination that provokes thought and inspires participation in a community. Reference: Ornstein, A.C. & Hunkins, F. P. (2017). Curriculum: foundations, principles and issues, (7th ed). Upper Saddle River, NJ: Pearon. ISBN-13: 9780134060354.