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Curriculum Components and Approaches

This document outlines several approaches to curriculum design, including their key components and features. The TABA approach depicts reality diagrammatically, while Tyler's approach focuses on evaluating objectives. Saylor, Lewis and Alexander begin with broad educational goals in domains like personal development. Oliva's model is simple, comprehensive and systematic. Approaches also include behavioral (based on objectives), managerial (general manager sets policies), systems (examines parts' relationships), humanistic (considers whole child), subject-centered (focuses on content), learner-centered (learner is central), and problem-centered (draws on social problems and learners' needs/interests). Evaluation is a critical element to determine curriculum effectiveness.

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Rico Basilio
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741 views

Curriculum Components and Approaches

This document outlines several approaches to curriculum design, including their key components and features. The TABA approach depicts reality diagrammatically, while Tyler's approach focuses on evaluating objectives. Saylor, Lewis and Alexander begin with broad educational goals in domains like personal development. Oliva's model is simple, comprehensive and systematic. Approaches also include behavioral (based on objectives), managerial (general manager sets policies), systems (examines parts' relationships), humanistic (considers whole child), subject-centered (focuses on content), learner-centered (learner is central), and problem-centered (draws on social problems and learners' needs/interests). Evaluation is a critical element to determine curriculum effectiveness.

Uploaded by

Rico Basilio
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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CURRICULUM COMPONENTS and APPROACHES

TABA
A simplified representation of reality which is often depicted in
diagrammatic form
TYLER
Deals with evaluating the effectiveness of planning and action
Curriculum should be evaluated in relation to its pre specified set of
objectives
Requires an objective-based curriculum model
Evaluation measures fit between student performance and objectives
SAYLOR, LEWIS AND ALEXANDER
Begin by setting educational goals and specific objectives that they
wish to accomplish
Classified sets of broad goals in of four domains. Under which learning
experiences they take place;
o Personal development
o Social Competence
o Continued Learning Skills
o Specialization
OLIVA (Oliva Curriculum Development Model)
A model should be simple, comprehensive and systematic
Composed of 12 components namely;
APPROACHES TO CURRICULUM DESIGN
Six Features of a Curriculum:
1. The Teacher
2. The Learners
3. The Knowledge, Skills and Values
4. Strategies and Methods
5. Performance
6. Community Partners
ELEMENTS/ COMPONENTS OF CURRICULUM
CURRICULUM AIMS, GOALS AND OBJECTIVES
Educational Objectives
Benjamin Bloom and Robert Mager defined educational objectives in
two ways:
o Explicit formulations of the ways in which students are expected
to be changed by the educative process, and
o Intent communicated by statement describing a proposed
change in learners.

Three Big Domains of Objectives (Bloom and his associates)


1. Cognitive
2. Affective
3. Psychomotor
CURRICULUM CONTENT OR SUBJECT MATTER
Another term for KNOWLEDGE
It is compendium of facts, concepts, generalization, principles and
theories.
According to Gerome Brunner, knowledge is a model we construct to
give meaning and structure to regularities in experience.
Criteria in Utilizing in the Selection of Subject Matter or Knowledge for
the Curriculum
According to Scheffler( 1970 ) the prime guiding principle for self
selection is helping the learners to attain maximum selfsufficiency in
learning but in the most economical manner.
o Significance
o Validity
o Interest
o Utility
o Learnability
o Feasibility
CURRICULUM EXPERIENCES
The Instructional strategies and methods will put into action the goals
and use the contents in order to produce an outcome.
Guidelines for Selection and Use in Utilizing the Curriculum
1. Teaching methods are means to achieved the end. They are used to
translate the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend
on the learning objectives, the learners and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual.
4. In the choice of teaching methods, learning styles of the students
should be considered.
5. Every method should lead the development of the learning outcomes
in the three domains: cognitive, affective and psychomotor.
6. Flexibility should be a consideration in the use of the teaching
methods.

CURRICULUM EVALUATION
According to Worthen and Sanders, (1987) all curricula to be effective
must have the element of evaluation.
This may refer to the formal determination of the quality,
effectiveness, or value of the program, process, product of the
curriculum.
Tuckman (1985) defines evaluation as meeting the goals and matching
them with the intended outcomes.
Stufflebeams CIPP ( Content, Input, Product, Process) Model
process is continuous very important to curriculum managers like
principals, supervisors, department head, deans and even teachers.
Context
o Refers to environment of the curriculum.
Input
o Refers to the ingredients of the curriculum which include the
goals, instructional strategies, the learners, the teachers, the
contents and all the materials needed.
Process
o Refers to the ways and means of how the curriculum has been
implemented.
Product
o Indicates if the curriculum accomplishes its goals. It will
determine to what extent the curriculum objectives have been
achieved.
Suggested Plan of Action for the Process of Curriculum Evaluation
1. Focus on one particular component of the curriculum
2. Collect or gather the information
3. Organize the information
4. Analyze information
5. Report the information
6. Recycle the information for continuous feedback, modification and
adjustments to be made.
CURRICULUM APPROACHES
Behavioral Approach
Anchored on the behaviorist principles, behavioral approach to
curriculum is usually based on a blueprint.
The learning outcomes are evaluated in terms of goals and objectives
set at the beginning.
This approach was started with the idea of Frederick Taylor is aimed to
achieved efficiency.

Managerial Approach
Managerial approach became a dominant curriculum approach in the
1950s and 1960s.
The general manager sets the policies and priorities, establishes the
direction of change and innovation, and planning and organizing
curriculum and instruction.
Roles of Curriculum Supervisors
1. Help develop the schools education goals.
2. Plan curriculum with students, parents, teachers, and other
stakeholders.
3. Design programs of study by grade levels.
4. Plan or schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by grade level or subject
area.
6. Help in the evaluation and selection of textbooks
7. Observe teachers.
8. Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.
10.
Develop standards for curriculum and instructional evaluation.
Systems Approach
This approach was influenced by System theory.
The parts of the total school district or school are examined in terms of
how they are relate to each other.
To George Beauchamp, system theory of education see the following to
be of equal importance are (1) administration (2) counselling (3)
curriculum (4) instruction (5) evaluation.
Humanistic Approach
This approach is rooted in the progressive philosophy and childcentered movement.
This approach considers the formal or planned curriculum and the
informal or hidden curriculum.
It considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration.
Principles of Curriculum Design
Subject- Centered Design Model
This model focuses on the content of the curriculum.
Henry Morrison and William Harris are few curricularists who were firm
believers of this design.
Examples are : (a) subject design (b) discipline design (c) correlation design
(d) broad field design/ interdisciplinary
Subject Design
o is the oldest and so far the most familiar design for teachers,
parents and other laymen.

Discipline Design
o This design is related to subject design however it focuses only
on the cluster of content, discipline design focuses on academic
disciplines.
Correlation Design
o This comes from a core, correlated curriculum design that links
separate subject design in order to reduce fragmentation
Broadfield Design/ Interdisciplinary
o - variation of the subject-centered design

Learner Centered Design


The learner is the center of the educative process.
This emphasis is very strong in the elementary level, however more
concern has been placed on the secondary and even the tertiary
levels.
Examples are: (a) child centered design (b) experience centered design
(c) humanistic design
Child Centered Design
o Attributed to the influence of John Dewey, Rouseau. Pestallozi
and Froebel
Experience Centered Design
o Believes that the interests and needs of learners cannot be preplanned
Humanistic Design
o A design made by Abraham Maslow and Carl Rogers.
Problem-centered Design
This design draws on social problem, needs, interests and abilities of
the learners
Examples are : (a) life situations design(b) core design
Life situations Design
o The contents are organize in ways that allow students to clearly
view problem areas clearly
Core Design
o It centers on general education and the problems are based on
common human activities
o Popularized by Faunce and Bossing in 1959
o How to proceed following a core design of a curriculum
i. The problem is selected by either the teacher or students.
ii. A group concensus is made to identify the important
problems and interest of the class.
iii. Problems are selected on the basis of developed criteria for
selection
iv. The problem is clearly stated and defined.

v. Areas of study are decided, including dividing the class by


individual or group interests.
vi. Need information is listed and discussed.
vii. Resources obtaining information are listed and discussed.
viii. Information is obtained and organized.
ix. Information is analyzed and interpreted.
x. Tentative conclusions are stated and tested
xi. A report presented to the class on an individual or group
basis.
xii. Conclusions are evaluated.
xiii. New avenues of exploration toward further problem solving
are examined.

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