Curriculum Design Argumentative

A. Subject- Centered
The Traditional Curriculum Patterns consist of the Subject curriculum, Correlated curriculum and Broad-Fields curriculum. The Subject Curriculum is an organization in which the school subject constitutes the basis for organizing the school experiences of learners. There is a multiplicity of subjects with content in each selected on the basic of logical arrangements, with little regard for the concerns of the learner, and with memorization of the text as the dominant method. The logical systems of knowledge arranged and systematized by subject specialists are utilized as the subject matter of learning. They are simplified and adapted to the abilities and interests of learners. The textbook is the indispensable tool around which the teaching is centered. Both the content and the learning experience to acquiring it are divided and organized by the logic of the respective subject areas. Part of the philosophy of the subject curriculum is that there is a hierarchy of priority among the subjects according to their value as mental discipline.

The Correlated Curriculum is one that articulates and establishes relationships between two or more subjects on the basic of a topic or a theme, or teaching similar topics in two or more subjects simultaneously in an effort to help students gain a better understanding of such topics. For example, history and geography may be taught so as to reinforce each other. In this kind of curriculum, the traditional subjects are still present, but the time schedule is made flexible so that the teacher can increase or reduce time given to a subject or even omit it altogether when the needs and purposes demand. Under this organization just as many subjects are taught. The Broad-Fields Curriculum is essentially an effort to overcome the compartmentalization and atomization of the curriculum by combining several specific areas into larger fields. It is also subject-centered and the basic concepts are the same as those underlying the specific subject organization.

As a rule it involves five to six curriculum subjects. Related subjects are fused together into one and given a large block of time. For example, History, Geography, Civics, Character Education, and Health are combined into Social Studies. Within this broad field or area, the teacher integrates the subject matter to establish relationships or articulation. Fusion occurs when a field has been unified to such an extent that the chosen course is retained but are taught in relationship to each other and adapted to the growth of the learners.

The Broad-fields curriculum divides the school day into periods for broad fields, such as language arts, social studies, science and health, arithmetic, and arts and crafts instead of providing a separate period for each specific subject, such as reading, spelling and penmanship. This organization has several advantages over the separate-subjects type of organization. First, it provides for longer periods of uninterrupted work and makes pupil-teacher planning easier. Second, it makes it easier for pupils to see the relationship existing between subjects such as spelling and writing. Subject-Centered Design

Subject Design
Discipline Design
Broad Fields Design
Correlation Design
Process Design
Subject Design
Based on the belief that what makes humans unique and distinctive is their intellect and the searching for and attainment of knowledge are the natural fulfillment of that intellect Curriculum is organized according to how essential knowledge has been developed in the various subject areas Subject Design-Strengths & Weaknesses

Emphasis on verbal activities
Introduces students to the essential knowledge of society
Easy to deliver
Traditional
Prevents individualization
Disempowers students
Fails to foster social, psychological, and physical development Compartmentalizes learning
Neglects students’ needs, interests, experiences
Fosters passivity
Discipline Design
Based on the inherent organization of content
The manner in which content is learned is suggested by the methods scholars employ to study the content of their fields. Discipline Design-Strengths & Weaknesses
Students attain mastery of content and independent learning
Subjects to be taught to any child at any stage of development Ignores information that cannot be classified as disciplined knowledge Addresses only the interests of the college bound
Students must adapt to the curriculum
Broad Fields Design (Interdisciplinary)
Attempts to integrate content that appears to fit together logically Allows students to discern relationships among the various aspects of the curriculum content, as well as wholeness of meaning Students are invited to participate through the construction of meaning in grasping the meaning or meanings of the whole Broad Fields- Strengths & Weaknesses

Allows students to discern relationships among various aspects of curriculum content Students participate in the construction
Issue of breadth versus depth
Correlation Design
Allows for some linkage of separate subjects in order to reduce fragmentation of the curricular content Correlation- Strengths & Weaknesses
Allows linkage of some subjects to reduce fragmentation
Requires alternative forms of scheduling
Requires teachers to plan differently (cooperatively)
Process Design
Gives attention to the procedures and processes by which individuals advance knowledge, either in specific disciplines or in general Emphasizes those procedures and dispositions to act that enable students to analyze their realities and create frameworks by which the knowledge derived can be arranged Process- Strengths & Weaknesses

Teaches how to learn and think critically
Lacks emphasis on content

REFERENCES:

Book:
Andres, Tomas Quintin D. and Francisco, Felizardo Y. Curriculum Development in the Philippine Setting, National Bookstore Inc. 1989
Internet:
http://ruby.fgcu.edu/courses/ccarter/carterswebpage/ch08/HTML%20Presentation%20folder/CHD998~1.PPT. Retrieved on June 30, 2015

QUIZ:
Direction: Identify the word that will complete the sentence correctly. 1. ________________ is an organization in which the school subjects constitute the basis for organizing the school experiences of learners. 2. ________________ is one that articulates and establishes relationships between two or more subjects on the basic of a topic or a theme, or teaching similar topics in two or more subjects simultaneously in an effort to help students gain a better understanding of such topics. 3. ________________ is essentially an effort to overcome the compartmentalization and atomization of the curriculum by combining several specific areas into larger fields. 4. ________________ occurs when a field has been unified to such an extent that the chosen course is retained but are taught in relationship to each other and adapted to the growth of the learners. 5. ________________ is organized according to how essential knowledge has been developed in the various subject areas. Direction: Identify the word that describes the sentence.

6. It attempts to integrate content that appears to fit together logically. 7. It is the manner in which content is learned is suggested by the methods scholars employ to study the content of their fields. 8. It allows for some linkage of separate subjects in order to reduce fragmentation of the curricular content. 9. It gives attention to the procedures and processes by which individuals advance knowledge, either in specific disciplines or in general. 10. It is based on the belief that what makes human unique and distinctive are their intellect and the searching for and attainment of knowledge are the natural fulfillment of that intellect.