Problem-centered design of curriculum is an educational approach that focuses on addressing real-world problems and challenges as the center of the learning experience. This design is focused on students and help in solving problems that are relevant to lives of student and that connect to their personal interests and future goals. The curriculum is designed to be relevant, engaging, and meaningful, and it provides opportunities for students to use their knowledge and skills to tackle real-world problems. The teacher not act as a leader but as a facilitator and provides support, guidance, and feedback as students so they can work through the problem-solving process. This approach is believed to lead to deeper and meaningful learning and increased motivation and engagement for students, as they are able to learn the practical applications of what they are learning.
The main features of a problem-centered design of curriculum include:
Relevance: The curriculum is designed to address real-world problems that are relevant to students’ lives and interests.
Problem-solving: Students are actively engaged in solving problems, using their knowledge and skills to develop solutions.
Authenticity: The problems addressed in the curriculum are genuine and reflect the challenges faced in real life.
Collaboration: Students work together to solve problems, encouraging teamwork, communication, and problem-solving skills.
Active engagement: The curriculum provides opportunities for hands-on, experiential learning that keeps students engaged and motivated.
Integration of content areas: The curriculum integrates multiple content areas, allowing students to see the interconnectedness of different subjects.
Real-world applications: The curriculum provides opportunities for students to apply what they have learned to real-world situations.
Teacher as facilitator: The teacher plays a supportive role, helping students to explore and make sense of the problem-solving process, rather than delivering information.
Learner-centered design of curriculum is an educational approach that focuses on the student . This approach is based on the student-led learning, with the teacher serving as a facilitator rather than a traditional lecturer. The focus is on creating an engaging, personalized and meaningful experience for each student. The curriculum is designed to look into each student’s unique strengths, interests, and needs, and provide opportunities for students to take ownership of their learning. This approach is very helpful and effective as it leads to deeper and more effective learning, as well as increased motivation and engagement for students.
The following are some key features of a learner-centered design of curriculum:
Student focused: The focus is on student and they take the ownership of the learning process which help them in greater engagement and motivation.
Personalization: The curriculum is designed to meet the unique needs, strengths, and interests of each student.
Active learning: The curriculum focuses on experiential learning, encouraging students to be actively engaged in the learning process.
Collaborative learning: Opportunities are provided for students to work together, promoting teamwork, communication skills, and peer-to-peer learning.
Assessment for learning: Assessment is integrated into the curriculum, with a focus on formative assessment which provides feedback to support student learning and help them to improve.
Technology integration: The use of technology is encouraged to support and enhance learning experiences, making the curriculum more accessible and flexible.
Teacher as facilitator: The teacher’s role is to facilitate and guide student learning, rather than just providing information.
Relevance and real-world connections: The curriculum is designed to be relevant and connected to real-world experiences and situations, increasing its relevance and meaningfulness for students.
Learner Centered Design – Curriculum Design Model of Curriculum
Disciplined-centered Design (DCD) is a model of curriculum design that prioritizes or give major attention to the disciplines or subjects being taught, as the main structure for the curriculum. The DCD model views each discipline as having its own unique body of knowledge, skills, and ways of thinking, and it aims to ensure that students receive a comprehensive and structured education within each discipline. The curriculum is designed around the essential knowledge, skills, and ways of thinking that define each discipline, and it aims to help students build mastery in these areas over time. The DCD model can be useful for ensuring that students receive effective education and that they are able to apply their knowledge and skills across different disciplines.
Few features of Discipline Centered Design :
Discipline-focused: The DCD model prioritizes the disciplines or subjects being taught as the central structure for the curriculum.
Coherence: Coherence is a state and situation in which all the parts or ideas fit together well so that they form a united whole The curriculum is designed to ensure coherence within each discipline, so that students receive an integrated education.
Essential knowledge and skills: The curriculum focuses on the essential knowledge, skills, and ways of thinking that define each discipline.
Mastery: The curriculum is designed to help students build mastery in each discipline over time.
Integration with real-world applications: The DCD model may incorporate real-world applications and experiences to help students see the relevance of what they are learning and how they can apply it in the world outside of school.
Assessment: This model typically includes ongoing assessment to measure student progress and ensure that they are meeting the goals of the curriculum.
Collaboration: This model may involve collaboration between teachers, subject experts, and other stakeholders to ensure the design and implementation of the curriculum is high-quality and effective.
Discipline Centered Design – Curriculum Design Model
The theory was first developed by B.F. Skinner in the mid-20th century and has been influential in shaping our understanding of learning and behavior. Behaviorism is a psychological theory that views behavior as a response to stimuli in the environment. It is based on the idea that all behavior can be explained by the relationship between stimuli and responses, and that learning occurs through the formation of associations between stimuli and responses.
It emphasizes the role of environmental stimuli and rewards/punishments in shaping and modifying behavior. Key figures in behaviorism include Ivan Pavlov, B.F. Skinner, and John Watson. This theory has been applied in fields such as education , and has also influenced the development of behavior modification techniques and therapies.
Key features of behaviorism include:
Emphasis on observable behavior: Behaviorism only concerns itself with observable, measurable behavior and disregards internal processes such as thoughts and feelings.
Conditioning: Behaviorism follows that learning occurs through classical and operant conditioning, where behavior is shaped through reinforcement or punishment.
Stimulus-Response Relationships: Behavior is seen as a response to stimuli in the environment, and the goal of behaviorism is to identify the specific relationships between stimuli and responses.
Use of Reinforcement and Punishment: Reinforcement is used to increase the frequency of desired behaviors, while punishment is used to decrease the frequency of undesired behaviors.
Focus on the Environment: Behaviorism places a strong emphasis on the role of the environment in shaping behavior, and views behavior as largely determined by environmental factors.
Scientific approach: Behaviorism uses a scientific, empirical approach to understanding behavior, relying on systematic observation and experimentation to develop theories and principles.
Limited focus: Behaviorism has a limited focus on human behavior, neglecting the internal mental processes that may play a role in shaping behavior.
Socio-cultural theory of Vygotsky emphasizes the important role that culture and social interactions play in the development of cognitive abilities. According to Vygotsky, human development occurs through a process of internalizing cultural tools and practices, such as language and symbols, which allow individuals to think and reason at higher levels. This process of internalization occurs through social interactions with more knowledgeable individuals and is facilitated through the use of mediational tools, such as language, which serve to bridge the gap between an individual’s current level of development and their potential for future development. In this way, Vygotsky’s theory highlights the interdependence of social and individual development, and the importance of cultural and historical context in shaping cognitive abilities.
Features of Socio Cultural theory of Vygotsky
Zone of Proximal Development: The difference between what a child can do independently and what they can do with help from others. This concept highlights the importance of social interaction and guidance in cognitive development.
Scaffolding: The support and guidance provided by more knowledgeable individuals during the learning process, which helps a child progress to the next level of development.
Internalization: The process of taking external cultural tools, such as language, and making them one’s own, thereby transforming them into internal mental processes.
Social Interaction: Vygotsky believed that social interaction is crucial for cognitive development, as individuals learn through their interactions with others.
Cultural Historical Context: Vygotsky emphasized that cognitive development is shaped by the historical and cultural context in which individuals live.
Mediation: The use of cultural tools and practices, such as language, symbols, and artifacts, to mediate and transform cognitive processes.
Collaborative Learning: Vygotsky saw learning as a collaborative process, in which individuals work together to negotiate meaning and construct knowledge.
