MULTI-PATHS DESKTOP PRESENTATION

Curriculum design theories

Jennifer Markos Dr. Stevens EDU-522

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Curriculum Design Process Overview

In its simplest terms, curriculum design is the deliberate process of organizing and planning the formal learning experience (Dodd, B.J. 2021).

Essentially, it is a methodical and structured approach to delivering educational content to a group of students.

When a teacher engages in curriculum design, they make decisions regarding the activities students will undertake, identify the participating students, and establish the timetable they will follow (Schweitzer, 2020).

curriculum design process overview

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Most all curriculum designs are adjusted versions of one of these three designs: 1.subject-centered curriculum 2. learner-centered curriculum 3.problem-centered curriculum

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curriculum design overview

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Curriculum design is composed of the following four core parts: 1. objectives 2. content 3. learning experiences 4. Evaluation (Ornstein & Hunkins, 2017)

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curriculum design process overview summary

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1. Generate a clear set of objectives and learning goals 2. Detect any limitations 3. Create a curriculum map to guide you 4. Identify instructional methods to be used 5. Identify any evaluation tools or methods necessary This plan will constantly be revisited as the material is taught and assessment data is evaluated. (Schweitzer, 2020)

subject centered curriculum

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Subject-centered curriculum is focused on a core subject. Subject-centered curriculum design lets the teacher know exactly what needs to be studied and how the students need to study. Teachers are given a list of pre- determined things to teach their students. Subject-centered curriculum design is standardized. (Schweitzer, 2020)

Curriculum Design Model: Subject-Centered Summary

1.Most popular in the educational setting.

2.Content and knowledge are important aspects of this curriculum.

3.There is a hierarchy to content subjects and teachers allot time based on this hierarchy.

4.Instruction has a tendency to be heavily teacher centered. (Ornstein & Hunkins, 2017)

learner-centered curriculum

The Learner-Centered Curriculum model looks at each student as an individual. It gives children choices to guide their education. The Learner-Centered model is differentiated and highly engaging with learning opportunities such as project-based learning. The idea within the learner-centered model is to shift the focus of instruction from the instructor to the learner. (Schweitzer, 2020)

learner-centered curriculum summary

The Learner-Centered model is based on the constructivist learning theory. The students help plan their own curriculum. The goal is to develop the independence of the learner. It focuses on skills that develop independent thinkers and problem solvers. The Learner-Centered model draws upon the student’s prior knowledge and is relevant to their personal life. (Schweitzer, 2020)

problem-centered curriculum

Students are faced with real life problems and develop solutions. These problem/solution scenarios help them develop skills that become real life skills as they grow up. Problem-Centered Curriculum is a creative and innovative curriculum, however it is not always inclusive of multiple learning styles. Problem-Centered Curriculum is intended to address cultural and social issues. (Schweitzer, 2020

problem-centered curriculum summary

Problem-Centered curriculum places students in social settings similar to learner-centered designs, however they are different in the aspect that they are planned before the students get there. Subjects often go beyond academic content. There is equal emphasis on both the content and the learner in the problem-centered curriculum. Problem-Centered curriculum allows students to engage deeply with the content instead of simply memorizing the necessary material for an immediate test. (Davis, 2019)

Davis, Ben. (2019). MVOrganizing. What is a problem centered approach? https://www.mvorganizing.org/what-is-a-problem-centered-approach/ Dodd, Bucky. J. (2020). Curriculum Design Processes. In J. K. McDonald & R. E.West, Designfor learning: Principles, processes, and praxis.EdTech Books. https://edtechbooks.org/id/curriculum_design_process Schweitzer, Karen. 2020. Curriculum design: Definition, purpose and types. https://www.thoughtco.com/curriculum-design-definition-4154176 Ornstein, A.C. & Hunkins, F. P. (2017). Psychological foundations of curriculum. In J. W. Johnston, J. Peters, & P. Berardino (Eds.), Curriculum: Foundations, principles, and issues (pp. 216-268). Pearson

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• Generate experiences with your content.
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With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

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With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

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With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
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• Make sure your audience remembers the message.