Approaches to curriculum

1. APPROACHES TO CURRICULUM

2. CURRICULUM DESIGN? The arrangement of the elements of a curriculum into a

substantive entity. • Substantive: Having a firm basis in reality and therefore
important, meaningful, or considerable. • Entity: A thing with distinct and
independent existence.

3. APPROACH? An approach to curriculum reflects the person’s view of the world,

including what the person perceives as reality, the values deemed important, and
the amount of knowledge he or she possesses. A curriculum approach reflects
holistic position of metaorientation, encompassing the foundations of curriculum
(the person’s philosophy, or view of social issues), domains of curriculum
(common and important knowledge within the field) and the theoritical and
practical principles of curriculum.
http://www.jstor.org/discover/10.2307/40364981?uid=2129&uid=2&uid=70&uid
=4&sid=21102436664431

4. 1. The Teacher 2. The Learners 3. Knowledge, Skills, Values 4. Strategies and

Methods 5. Performance 6. Community Partners The Six (6) Features of a
Curriculum

5.  quality education requires quality teachers  good teachers bring a shining

light into the learning environment  ideal companions of the learners  with
advances in communication technology, good teachers are needed to sort out the
knowledge from the information from the data that surround the learners and
from the wisdom from the knowledge The Teacher

6.  they are at the center stage in the educative process  the most important
factor in the learning environment  there is no teaching without them  their
diverse background should be accepted  their needs should be addressed and
met  they should be provided with learning opportunities and varied experiences
The Learners
7.  a “curriculum oriented to tomorrow” should be designed to help learners
cope with the rapid changes  educational process should lie not only in what
they learn, but how they learn and how good they will be in continuing to learn
after they leave school Knowledge, Skills, Values

8.  teachers should prepare his/her syllabus or a course of study as his vehicle for
instruction  learning goals, instructional procedures and content must be clearly
explained to students  there must be balance of theory and practice  learner’s
sustained interest in the subject should be made meaningful and relevant

9.  teachers should remember that there is no best strategy that could work in a
million of different student background and characteristics  teachers must use
appropriate methodologies, approaches and strategies “capped with
compassionate and winsome nature” to objectives of the lesson Strategies and
Methods

10.  teachers should select teaching methods, learning activities and

instructional materials or resources appropriate to learners and aligned to
objectives of the lesson  situations should be created to encourage learners to
use higher order thinking skills  utilize information derived from assessment to
improve teaching and learning and adopt a culture of excellence

11.  knowledge, skills and values to be developed by the learners serve as

guiding post of the teachers  at the end of the teaching act, it is necessary to find
out if the objectives set were accomplished (in curriculum these are called
learning outcomes)  these learning outcomes indicate both the performance of
both the teacher and the students Performance

12.  learning outcomes are the product of performance of the learners as a

result of teaching  performance is a feature of a curriculum that should be given
emphasis  the curriculum is deemed to be successful if the performance of the
learners is higher than the target set  if the performance is low then it follows
that the curriculum has failed  a good curriculum is one that results in high or
excellent performance
13.  teaching is a collaborative undertaking  to be effective, teachers must draw
upon the resources of their environment even if they are the focal Point in the
learning process  teachers must establish relationship with parents, NGO’s, and
their stakeholders  partnership is a means and not an end to be pursued
Community Partners

14.  an absence of partnership often means a poor definition of education ends 

as society changes, teachers will have a new beginning, an opportunity to recast
their roles in their communities, to change their attitude to their communities, to
challenge the attitude of their communities and societies about them

15. The three major curriculum design models are implemented through the
different approaches that are accepted by the teachers and curriculum
practitioners. How the design is utilized becomes the approach to the curriculum.
Approaches to Curriculum Design

16.   this approach to curriculum design is based on the underlying philosophy

that the child is the center of the educational process  curriculum is constructed
based on the needs, interests, purposes and abilities of the learners  curriculum
is also built upon the learner’s knowledge, skills, learning and potentials Child or
Learner-Centered Approach

17. This approach considers the following:  A new respect for the child is
fundamental  A new freedom of action is provided  The whole activity is divided
into units of work  The recognition of the need for using and exploring many
media for self-discovery and self-direction is embraced

18. Anchored on the curriculum design which prescribes different and separate
subjects into one broad field, this approach considers the following: Subject-
Centered Approach

19.  The primary focus is the subject matter  The emphasis is on bits and pieces
of information which are detached from life  The continuing pursuit of learning
outside the school is not emphasized. Learning should only take place inside the
classroom.  The subject matter serves as a means of identifying problems in
living
20. This approach is based on a curriculum design which assumes that in the
process of living, children experience problems. Thus, problem solving enables the
learners to become increasingly able to achieve complete or total development as
individuals. Problem-Centered Approach

21. This approach is characterized by the following views and beliefs:  The
learners are capable of directing and guiding themselves in resolving problems,
thus they become independent learners  The learners are prepared to assume
their civic responsibilities through direct participation in different activities The
curriculum leads the learners in the recognition of concerns and problems and in
seeking solutions. The learners are considered problem solvers

22. HUMAN RELATIONS-CENTERED APPROACH • HUMAN RELATIONS : • Learned

early in life through deliberate planning by the teacher - MURIEL CROSBY • The
social and interpersonal relations between human beings : a course, study, or
program designed to develop better interpersonal and intergroup adjustments
http://www.merriam-webster.com HUMAN RELATIONS

23. • How does a teacher go about the task of planning and developing a
curriculum? : In planning a curriculum designed to foster effective human
relations, the teacher starts with the problems her children experiences in daily
living: Neighborhood Community Larger community like state, region, world How
does a teacher go about the task of planning and developing a curriculum? •
Ways of identifying the problems : Through the use of all the available resources
available to her including: • Records • Test results • Observations • Conferences

24. IMPORTANT CHARACTERISTICS OF HUMAN RELATIONS -CENTERED

CURRICULUM: • 1. It is founded upon a professional knowledge of human growth
and development and the ways in which human beings learn. • 2. It recognizes
the practicalities of group life. • 3. It provides opportunities to solve common
problems of the group as they are manifested by the individuals in it. • 4. It is
concerned with the implications of the changes in the nature and complexity of
modern life.
25. WHY DO WE SAY THAT PROBLEM- CENTERED CURRICULUM IS IMPORTANT IN
HUMAN RELATIONS? Because the problem –centered curriculum is centered in
the needs of children living in social groups in school and is founded upon the
belief that children learn best when they feel the need to learn and when their
needs are being met Why do we say that problem-centered curriculum is
important in human relations?

26. SELF-CHECK 1. Activities are chosen based on the developmental growth of

learners. 2. The teacher’s focus is that all children gets perfect in the test. 3. The
teacher excuses the learner from the test because a typhoon hit their area. 4.
Only the best can succeed. 5. School mean “survival for the fittest.”