Orenstein & Hunkins

(specific descriptions of designs)

Subject-centered designs
Subject
Based on acquisition of knowledge of (increasingly)
specialized subjects.
Discipline
Characterized as having specific modes of inquiry,
communication, networks of communication, procedures,
and skills necessary for continued learning in the
discipline. (Science vs Social Studies)
Process
Focus on teaching for intelligence, critical thought, and
personal construction of knowledge. Application of the
process to a particular subject is why this design is still
considered subject-centered. Process design can also be a
learner-based design.
Learner-centered designs
Child-centered
Learning should not be separated from the student lives,
needs and interests.
Experience-centered
Pre-planning is not possible for all learners in order to
emphasize learners interests and needs.
Radical
Current methods of schooling is harmful. Characterized
as critiquing and questioning.
Humanistic
Self-directed learning to improve self-understanding and
guide behaviour.
Problem-centered designs

Commonalities
SUBJECT MATTER IS THE END
Students learn the content and methodologies within a
defined scope and sequence that scholars and designers
in the particular subject have deemed important.
Teachers are often trained as subject-specialists and
learning materials are most easily designed for this type
of design.
Content is taught and organized before instruction and
with little input from the learner
Broad-fields
Integrated subject matter to consider multiple
perspectives of a central topic.
Correlational/Correlated (multi-disciplinary)
Subjects remain distinct but linkages are purposeful and
learning experiences are correlated.
SUBJECT MATTER IS THE MEANS TO THE END
Curriculum is organized around the needs and interests of
learners.
Learners are involved in selecting subject areas for the
purpose of their learning.
Students perceive learning as relevant and meaningful to
their lives.
When curriculum is centered around the learner, it is
difficult to plan and therefore more difficult to
implement.
SUBJECT MATTER IS THE MEANS TO THE END

(more likely to be pre-planned by instructor)

Life-situations
Curriculum is organized around aspects of community life
which will involve them in improvement.
Reconstructionist
Curriculum is developed to empower students to effect
change in their community.

Sowell
(specific descriptions of designs)
Subject matter designs
Subject
Based on one academic discipline or subject.
Interdisciplinary Integrated
Various subject matter is studied through a
common theme integrating content and process.
Thematic
A theme can coordinate instruction in a
multidisciplinary manner, or if linked through a
common concept in an interdisciplinary manner.

Learner-based designs
Organic curriculum
Emphasis on experience-based, integrated
content and process-oriented instruction.
Activities and processes are examined by learners
in all domains.
Developmental curriculum
Based on the needs and interests of the learner.
Students learn through the subjects.

Society-Culture based designs

(more likely to develop based on current opportunities)

Curriculum focuses on real-life problems in the students

community and insists on opportunities for action.
Process & content are integrated around the learning
opportunity.

Social Functions and Activities

Curriculum is organized around the real lives of
students and problems in the community and has
the schools directly involved in community action.

Technology as curriculum
Carefully sequenced, using a subject as content.
School-to-work curriculum
Internship or co-op opportunity for learning insitu.