Curriculum

Approaches
 It is a way of dealing with
WHAT IS AN something, a way of doing or

APPROACH? thinking about something.

(Merriam-Webster)

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WHAT IS It is a way of dealing with the
CURRICULUM curriculum.
APPROACH?

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 Technical-Scientific
Approach
Curriculum approaches may
be classified into two broad
contrasting categories.
Non-technical/ Non-
scientific Approach

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 TECHNICA L-
SCIENTIFIC APPROACH
• View Curriculum Development as something similar
to engineering and architecture. (Ornstein &
Hunkins, 1988; Wiles & Bondi, 1984).
• Prepares instruments with well-defined elements,
orderly- sequenced procedures, and quality
control measures to increase the probability of
success in implementation.
• Curriculum planning involves gathering, sorting,
selecting, balancing, and synthesizing relevant
information.
• It reflects the traditional view on education and formal
methods of schooling.
TECHNICA L-
SCIENTIFIC
APPROACH
Behavioral-Rational
Approach
Systems-Managerial
Approach
Intellectual-Academic
Approach
BEHA V IORA L-RA TIONA L
APPROACH

Exemplified by the Taba and Tyler model.

Oldest and still most preferred approach by many
educators.
It is a means – end approach which is logical and
prescriptive.
Defines the why (objectives), what (content), how
(method), when (sequence), and how much
(scope).
A detailed plan, prescribing step-by-step
strategies for formulating curricula.
Curricula prescribes the roles of key figures in the
educative process: students, teachers,
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administrators and staff.
RALPH TYLER
He published the 4 Basic Principles of Curriculum
and Instruction which is popularly known as
Tyler’s Rationale

FOUR FUNDAMENTAL PRINCIPLES

1.What educational purpose should the school
seek to attain?
2. What educational experiences can be provided
that are likely to attain these purposes?
3.How can these education experiences be
effectively organized?
4.How can we determine whether these
experiences are being attained or not?
FLOWCHART OF TABA'S (1962) SEVEN
STAGES OF CURRICULUM
DEVELOPMENT

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SYSTEMS-MA NA GERIA L
APPROACH

• Considers the major intrerconnected elements

of inputs, throuhputs (process) and outputs
that comprise the educational system.
• Emphasizes the managerial/leadership and
supervisory aspects of curriculum especially in
the implementation and organization process
• A cyclic process

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SCHOOL LEADER'S FUNCTION

1.Motivate interest of all stakeholders.

2.Encourage participant 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.

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SCHOOL LEADER'S FUNCTION

8. Clarify vague 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.
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SYSTEMS-MANAGERIAL VIEW OF
CURRICULUM DEVELOPMENT

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THE SECONDARY EDUCATION
DEVELOPMENT PROGRAM
(SEDP) FRAMEWORK
The SEDP framework shows the interaction of different key components of the reform
project.
It came about because of the widely-held perception about the poor quality of
secondary education in the country and the need to continue the program started by
Program for Decentralized Education Development (PRODED). (Gonzales, 1989)

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THE NEW SECONDARY
EDUCATION CURRICULUM
(NSEC) FRAMEWORK
Several fora attended by multi-sectoral representatives were held in 1984 to discuss
the issues and probles and their alternative solutions.
Participants raised the issue on the purpose of the secondary education : Was
secondary education intended to prepare students for work? Was it a training ground
for specific vocations or for gainful employmet requiring the development of apecific
skills? Was the aim of secondary education to generate knowledge or the transmission
of basic knowledge and skills?
The curriculum team developed the Minimum Learning Competencies (MLC) which
became the bases for the development of instructional materials for use by both
students and teachers.
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BASIS FOR NSEC

Secondary education should fulfill the requirements for entry to college and/or the
world of work.
Secondary education should provide progression in the development of the individual
through more advanced learning experiences than those in the elementary curriculum.
Human character has to be strengthened to enable the individual to cope with the
changes/pressures in the environment.
Secondary schools should provide leadership in the total development of the individual.
The goal of secondary education isexcellence.
Secondary education should provide the kind of leadership the country needs.
Secondary students need guidance in the exercise of participatory citizenship.
Secondary education should encourage students to initiate development in their own
communities in order to reduce migration to thecities creating imbalances in population
distribution.
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DEVELOPMENT FOR BASIC EDUCATION
CURRICULUM (BEC)

DepEd organized planning and writing workshops with multi-sectoral representations,

basic education professionals, experts from the various colleges of education across the
country, educational researchers, subject supervisors, subject department heads, and
other resource persons.
Since BEC is only a restructuring rather than a sweeping change of either PRODED or
SEDP, the curriculum is still based on the Minimum Learning Competencies (MLC)
identified for SEDP and NSEC with greater emphasis on lifelong learning through
meaningful learning and the integration of values in all areas.

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INTELLECTUAL-
ACADEMIC APPROACH

• Emphasizes the importance of theories and principles in

curriculum planning. This model is influenced by the
philosophical and intellectual works of Dewey (1916),
Morrison (1926) and Bode (1927).
• Attempts to analyze and synthesize the historical
development, cultural demands and philosophical ideas
which underpin the curriculum, including isues and trends.
• Because of the cognitive demands of the approach, it
overwhelms many beginning students who usually lack
sufficient philosophical and theoretical insights on the subject.

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NON-TECHNICA L/
NON-SCIENTIFIC
APPROACH
• Flexibe and less structured with predetermined
objectives to guide the learning-teaching process.
• Needs and interests of individual learners and the needs
of society are the priority concerns.
• Curriculum evolves rather than being planned precisely
(Ornstein & Hunkins, 1988).
• Artistic, self-reflection and self-actualization efforts of the
learners are considered important aspects of the
curriculum and instruction. Music, arts, literature, health
education, physical education and humanities are as
important as science, mathematics and language.
Advocates prefer child-centered and problem-centered
designs.
 HUMA NISTIC-A ESTHETIC
APPROACH

• Rooted in progressive philosophy which promotes the

liberation of learners from authoritarian teachers.
• Focuses on the learners rather than the subject matter.
Emphasizes activities, experiences and problem-solving
rather than verbal instruction.
• How to learn, not what to learn.
• Encourages group learning activities which promotes
cooperation rather than learning through individual
competitive efforts.
• School is a mini society.
• More flexibilty and less structures in Montessori schools than in
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RECONCEPTUA LIST
APPROACH

• Reflects an existentialist orientation.

• Proponents argue that the aim of education is not to
control instruction in order to preserve existing orders.
• The purpose of education is to emancipate society from
traditional, outmoded orders through individual free choice.
The curriculum basis cannot be determined objectively in a
straightforward fashion.
• It emphasizes earning experiences that develop personal
self-expression.

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RECONCEPTUA LIST
APPROACH

Michael Apple (1979)

In his view, the schools play a major
role in distributing various forms of
knowledge which in turn leads to
power and control over others.

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RECONCEPTUA LIST
APPROACH

Paulo Freire (1970)

The larger system is oppressive and
needs to be changed. There is a
need to develop "pedagogy for the
oppressed" in which people must be
active participants in changing tgeir
own status.

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RECONSTRUCTIONISM
APPROACH

• Needs of society is a more important concern. It insists

an approach that is a social-centered one.
• The school is an institution of social reform. Considers
the school as an agent of change, an institution of
social reform.
• When the society is in crisis, it must look at the school
for guidance and direction
• It emphasizes cultural pluralism, and internationalism
which are beyond individual concerns.
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 REVIEW
(CURRICULUM APPROACHES)
• Ornstein and Hunkins (2004) highlight the significant of planning for curriculum design and they
have noted that while there are several curriculum models available, majority can be classified as
technical and non-technical approach. These approaches should not be seen as dualistic or either
one is positive and the other negative, which means that the union of the two is possible in
curriculum development process.

• Technical-scientific approach is described as being logical, efficient and effective in delivering

education. Under the technical approach are:
a. Behavioral-rational
b. Systems-managerial
c. Intellectual-academic
• Non-technical or non-scientific approach is described as subjective, personal,
aesthetic and focuses on the learner. Under the non-technical approach are:
a. Humanistic and reconceptualist
b. Social reconstructionist

• Behavioral-scientific exemplified by Taba and Tyler models is the oldest and still the
more preferred approach by many educators. Curricula develop through this
approach become the actual blueprints which prescribe the roles of key figures in the
educative process. It clearly defines the why (objectives), what (content), how
(method), when (sequence) and how (scope). It relies on technical and scientific
principles and involve in the preparation of a detail plan, prescribing step-by-step for
formulating curricula.

• Systems- managerial- curriculum development acquires a more comprehensive and

more dynamic meaning. This model is cyclic in process. This is an offshoot of the linear
behavioral- approach. It synthesizes divergent viewpoints to identify common goals.
• Intellectual- academic emphasizes the importance of theories and
principles in curriculum planning. This has been influenced by the
philosophical and intellectual works of Dewey (1916), Morison(1962) and
Bode (1927). It attempts to analyze and synthesize the historical
development, cultural demands, and philosophical ideas which underpin
the curriculum, including issues and trends.

• Humanistic and Reconceptualist - teaching topics are directly relevant to

students’ lives; focuses on the whole student and can include teaching
assertiveness training.

• Social reconstructionism emphasizes the addressing of social questions

and a request to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social
reform as the aim of education.