CURRICULUMAPPROACHES

Group IIIV-14 AB/BSE Literature

Introduction

OBago (2008) said that the analysis of an approach provides information about personal and collective commitments to a particular viewpoint and the values deemed important by individuals, school and society.

2 broad contrasting categories:

OTechnical-Scientific reflecting the traditional orientation

about education and formal methods of schooling

ONon-technical-Non-scientific

tend to challenge the traditional theories and practices in education, rendering it as a progressive approach in education

A. Technical/Scientific

OThis type of approach view curriculum development as something similar to engineering or architecture.

Ouse instruments and empirical methods in preparing a blueprint with well – defined elements, orderly sequenced procedures, and quality control measures to increase the probability of success in its implementation

Behavioral-Rational Approach

Othe oldest and still more preferred approach by many educators (Taba and Tyler models)

Odefines the why (objectives), what (content), how (method), when (sequence) and how much (scope)

OFormulated are goals and objectives content and the evaluation of learning outcomes

means-ends approach

MEANS = CURRICULUM

ENDS = INSTRUCTION

Behavioral-Rational Approach

OThis means-end view focuses on the need for behavioural objectives to serve as guides to instruction and to determine whether its desired ends are realized.

Behavioral-Rational Approach

Learning ExperiencesO Taba:

“Perhaps the first important consideration in achieving a wider range of objectives is the fact that the learning experiences and not the content as such, are the means for achieving all objectives besides those of knowledge and understanding.”

OOrnstein and Hunkins consider curriculum experiences as the instructional component of curriculum which indicates the interaction between teacher, learner and instructional materials for the purpose of achieving the goals of the school.

Learning Experiences

O Learning does not takes place in a vacuum; it takes place through experiencing content oftentimes mediated by social processes. There will always be variations in the knowledge and understanding of objects, people and events as well as their relationships even when reading the same book.

Learning Experiences

OLearning experiences may ensue from teaching methods and activities chosen as the vehicles of instruction.

Learning Experiences

System-Managerial Approach

Oconsiders the major interconnected elements of inputs, throughputs (process) and outputs that comprise the educational system

Fig. 14. Systems-managerial View of Curriculum Development

STRUCTURE AND PROCESSESS

CurriculumOrganization

InstructionEvaluationSupervision(motivation,

communication, leadership styles, decision-making)

INPUTS

FEEDBACK

OUTPUTS

ENVIRONMENTPublic Demandsand Expectations

System-Managerial Approach

Odescribe the interaction of:human resourcesphysical resourcesfinancial resources

throughput or process _____________________

desired outputs

System-Managerial Approach

OThis approach emphasizes the managerial/leadership and supervisory aspect of the curriculum especially in the implementation and organization process.

OThere are certain roles that the leader must exercise which require interpersonal, academic and technical skills.

System-Managerial Approach

O Functions:1. Motivate interest of all stakeholders.2. Encourage participation and

involvement of all stakeholders.3. Arbitrate conflicting interests of various

groups.4. Synthesize divergent viewpoints.5. Identify common vision and goals.6. Encourage unity of purpose.7. Translate abstract ideas into concrete

ones.

System-Managerial Approach

O Functions:8. Clarify big ideas.9. Organize and implement in-service

programs.10. Communicate timely and accurate

information to all stakeholders.11. Procure needed materials.12. Monitor curriculum implementation.13. Organize and implement a mechanism

for periodic evaluation.14. Create a climate of innovation and

change.

System-Managerial Approach

OIt may be viewed as a never-ending process which requires incremental or even major changes in some elements of the system, as a matter of course.

System-Managerial Approach

OOrnstein and Hunkins grouped the innovations focused on organizations under five categories:

1)personnel2)instructional media3)instructional groups4)grading5)schools

System-Managerial Approach

OOrnstein and Hunkins grouped the innovations focused on organizations under five categories:

1)personnel2)instructional media3)instructional groups4)grading5)schools

System-Managerial Approach

O The model is a cyclical process. It is an offshoot of the linear behavioral-rational approach.

O Curriculum is viewed as the major system and the other processes related to it such as supervision, instruction and evaluation are subsystems.

O The success of the system depends on the close monitoring by administrators who provide interventions and corrective measures whenever possible problems are detected.