approaches about school curriculum
TRANSCRIPT
APPROACHES ABOUT SCHOOL CURRICULUMBy: Joseline Manuel-Santos, Ph.D.
DESIRED LEARNING OUTCOMES:Described the different approaches about school curriculum
Explained by examples how the approaches clarify the definition of curriculum
Reflected on how the three approaches interrelate with each other
Define curriculum in your own words.
THREE WAYS OF APPROACHING CURRICULUM
Curriculum as a content or body of knowledge
Curriculum approached as a process
Curriculum as a product
1. CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE
Topic outlineSubject matterConcept to be included in the syllabus
Traditionalist equate curriculum with the ff:
Four ways of presenting the content in the curriculum:
1. Topical approach2. Concept approach3. Thematic approach4. Modular Approach
Observe your book and find out what approach is being used.
Criteria in the selection of content
1. Significance- Content becomes the means of
developing cognitive, affective or psychomotor skills
- Address cultural context of the learnersBrowse your book and look for a proof that it is significant
Criteria in the selection of content
2. Validity- Check and verify content at regular
interval- Content which may be valid in its original
form may not continue to be valid in the current times
Give examples of this issue in your own major wherein content is valid before but not anymore today.
Criteria in the selection of content
3. Utility- Can be relative to time- Useful in the past, may not be useful now
or in the future
Give examples of this issue in your own major wherein skills to be developed to the students will not be useful in the future.
Criteria in the selection of content
4. Learnability- The complexity of the content should be
within the range of experiences of the learners
Give examples of this issue in your own major wherein content is not in the range of the experiences of the learners.
Criteria in the selection of content
5. Feasibility- Can the subject content be learned
within the time allowed, resources available, expertise of the teachers and the nature of the learners
Give examples of this issue in your own major wherein content or activity is not possible to do in any given situation.
Criteria in the selection of content
6. Interest- Will the learners take interest in the
content?- Are the contents meaningful?- What value will the contents have in the
present and future life of the learners?
What can you do to make the curriculum interesting?
Interest is one of the driving force for students to learn better.
Guide in the selection of the Content in the Curriculum
1. Content is commonly used in the daily life.2. Content is appropriate to the maturity levels and
abilities of the learners.3. Content is valuable in meeting the needs and
competencies of the future career.4. Content is related to other subject fields or
discipline for complementation and integration.5. Content is important in the transfer of learning in
other disciplines.
BASIC Principles of Curriculum Content In 1952, Palma proposed the principle of BASIC as a guide in addressing
CONTENT in the curriculum.
BASIC
ALANCERTICULATIONEQUENCENTEGRATIONONTINUITY
-significant contents should be covered
- To assure no gaps or overlaps in the content
-the pattern is usually from easy to complex
-relatedness or connectedness to other contents
-constant repetition, reinforcement and enhancement of content are all elements of continuity
BALANCE
ARTICULATION
SEQUENCE
INTEGRATION
CONTINUITY
Use other subject as the content of your subject
through examples.
2. CURRICULUM APPROACHED AS PROCESS
Interaction
TEACHERS
STUDENTS
CONTENT
2. CURRICULUM APPROACHED AS PROCESS
Curriculum happens in the classroomPractice of teaching
Curriculum happens in the classroomConcern of teachers to emphasize
• Critical thinking• Meaning-making• Heads-on• Hands-on• and many others
2. CURRICULUM APPROACHED AS PROCESS
The process provides the curriculum on how to teach the content.
Pedagogical Content KnowledgeIf you have this content, how will you teach it?
2. CURRICULUM APPROACHED AS PROCESS
To teachers, the process is very critical.Instruction
ImplementationTeaching
What curriculum are you using?
Problem-based Hands-on, Minds-on Cooperative learning Blended Curriculum On-line Case-based and many more
When curriculum is approached as a PROCESS, guiding principles are presented:
2. CURRICULUM APPROACHED AS PROCESS1. Curriculum process in the form of teaching methods and strategies are
means to achieved the end.2. There is no single best process or method.3. Stimulate learner’s desire to develop holistically4. In the choice of methods, learning and teaching styles should be
considered.5. Every method or process should result to learning outcomes6. Flexibility in the use of the process or methods should be considered7. Both teaching and learning are the two important processes in the
implementation of the curriculum.
3. CURRICULUM AS A PRODUCT
is what students desire to achieve as a learning outcomes
PRODUCT
Knowledge Skills Values
3. CURRICULUM AS A PRODUCT
The real purpose of education is to bring about significant changes in students’ pattern of behavior.
Curriculum product is expressed in form of outcomes which are referred to as the achieved learning outcomes.
There maybe several desired learning outcomes, but if the process is not successful, then no learning outcomes will be achieved.
These learned or achieved outcomes are demonstrated by the person who has meaningful experiences in the curriculum.
All of these are result of planning, content and processes in the curriculum.