The drawback of this design is that learning sometimes is so compartmentalized.

    Refers to specific knowledge learned through a method which the scholars use to study a specific content of their fields.

  Links separate subjects designs in order to reduce fragmentation. Subjects are related to one another and still maintain their identity.

  This is to cure the compartmentalization of the separate subjects and integrate the contents that are related to one another.

This is anchored on the needs and interests of the child. One learns by doing.

    Believes that the interests and needs of learners cannot be pre-planned.

     The development of self is the ultimate objective of learning.

   Uses the past and present experiences of learners as a means to analyze the basic areas of living.

     The central focus of this design includes common needs, problems, and concerns of the learners.

    Defines curriculum as the whole body of a course in an educational institution or by a department.

Curriculum is equated with the syllabus regarded as all the teaching- learning experiences which the students encounters while in school.

  He views curriculum as permanent studies where rules of grammar, reading, rhetoric, logic and mathematics for basic education are emphasized.

   He thinks that the sole source of curriculum is a discipline

   He asserts that curriculum should consist entirely of knowledge which comes from various disciplines.

Believed that education is experiencing

Viewed curriculum as all experiences children have under guidance of teachers.

An approach where much content is based on knowledge and experiences are included.

   With fewer topics in clusters around major and sub concepts and their interactions, with relatedness emphasized.

   As a combination of concepts that develop conceptual structures.

Usefulness of the content in the curriculum is relative to the learners who are going to use these.

The complexity of the content should be written the range of experiences of the learners.

     The subject to be learned is within the time allowed, resources available, expertise of the teachers and the nature of learners.

   Content should contribute to ideas, concepts, principles and generalization that should attain the overall purpose of the curriculum.

    Content should be fairly distributed in depth and breadth.

Content should continuously flow as it was before, to where it is now, and where it will be in the future.

  Content in the curriculum has relatedness or connectedness to other contents.

This will ssure no gaps or overlaps in the content.

Considers the school vision, mission and goals. It also includes the philosophy or strong education belief of the school.

     It is putting into action the plan which is based on the curriculum design in the classroom setting or the learning environment.

.      Determines the extent to which the desired outcomes have been achieved.

   He is the father of the Classical Conditioning Theory, the S-R theory.

   He proposed the Hierarchical Learning Theory. Learning follows a hierarchy.

   During this Cognitive Development stage of Jean Piaget, the individual develops the different senses and develops their reflexes and habits.

    He believed that students should be actively involved in real-life tasks and challenges.

  These are the reasons for undertaking the learning lesson from the student’s point of view. It should be SMART.

    It tells where the content or subject matter has been taken.

   These are the activities where the learners derive experiences.

      It is the topic or subject matter that will be covered.

 It occurs most effectively when students receive feedback on what they have learned.