Subject matter discipline design focuses on
ordered structure of the subject matter or knowledge from discipline to subjects,
grades and periods marked and reported such as first terms, first quarter etc.
Specific competencies design focuses on performance or competencies of the
learner while human traits design is concerned about developing traits which an
individual will demonstrate (Saylor, Alexander and Lewis, 1981).
The aim in subject matter design is to
enable the learners become self-propelled into an educative process. They will
understand the structure of the knowledge of a discipline. In specific
competencies/technology design aim is to enable the learners learn ultimate
behaviour or performance in a task. In human traits design aim is to develop
human traits involving values and judgments (Saylor, Alexander and Lewis,
1981).
Saylor, Alexander and Lewis (1981) assert
that content in subject matter discipline design includes the knowledge
extracted from that discipline which is derived from accumulated wisdom of
experts. In specific competencies design
content is a specific, sequential and demonstrable task, activities or skills
including the acts to be learned and performed. In human traits design content
may be experiences where the learners have opportunities to feel, think,
analyze and act about the experiences regarding traits. Role models may also be
content because the students can learn traits by observing.
Instructional strategies which are
considered most useful in subject matter discipline design are
discussion-questioning, inquiry training, lecture and viewing-listening while
in specific competencies design, instructional systems teaching, practice and
drill, programmed instruction, role playing, simulation and games are
considered useful strategies. In human traits design group investigation,
independent learning and role playing are useful instructional strategies
(Saylor, Alexander and Lewis, 1981).
According to Saylor, Alexander and Lewis
(1981), the teacher is mediator between instruction and learner in subject
matter discipline design, facilitator providing efficient means of
communication and learning in specific competencies design while role model in
human traits design having human traits such as open mindedness, critical thinking.
The learner is self-active and self-willed
by nature in subject matter design, in specific competencies design learner is
trainee because competencies are learnt in guided training and the learner is
discoverer in traits design (personal communication).
Broadening Horizons