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Approaches To School Curriculum: By: Ceasar Nell L. Ando

The document discusses three approaches to school curriculum: 1. Curriculum as content or body of knowledge, which focuses on transmitting subjects to students. 2. Curriculum as a process, which emphasizes teaching methods and strategies to achieve learning outcomes. 3. Curriculum as a product, where the real purpose is bringing about changes in student behavior demonstrated through learning outcomes.

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chazel mae ando
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332 views26 pages

Approaches To School Curriculum: By: Ceasar Nell L. Ando

The document discusses three approaches to school curriculum: 1. Curriculum as content or body of knowledge, which focuses on transmitting subjects to students. 2. Curriculum as a process, which emphasizes teaching methods and strategies to achieve learning outcomes. 3. Curriculum as a product, where the real purpose is bringing about changes in student behavior demonstrated through learning outcomes.

Uploaded by

chazel mae ando
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Approaches to School

Curriculum

By: CEASAR NELL L. ANDO


Desired Learning Outcomes

● Describe the different approaches to school curriculum


● Explain by examples how the approaches clarify the
definition of curriculum
● Reflect on how the three approaches interrelate with each
other
What is a
Curriculum?
- is a standards-based sequence of planned
experiences where students practice and achieve
proficiency in content and applied learning skills
Three ways of Approaching a
Curriculum

● CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE


● Curriculum Approached as a Process
● Curriculum as a Product
Curriculum as a Content or Body
of Knowledge

It is quite common to traditionalist to equate a curriculum as a topic outline, or


concepts to be included in the syllabus or a books.

Focus will be the body of knowledge to be transmitted to students using


appropriate teaching method.

The likelihood of teaching will be limited to acquisition of facts, concepts and


principles of the subject matter; however , the content can also be taken as a means to
an end.
Ways of presenting the content
in the curriculum

TOPICAL APPROACH - much content is based on knowledge , and


experiences are included.
CONCEPT APPROACH - fewer topics in clusters among major and sub-
concepts and their interaction, with relatedness emphasized;
THEMATIC APPROACH - combination of concepts that develop conceptual
structures
MODULAR APPROACH - leads to complete units of instruction
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Significance Validity Utility

Learnability Feasibility Interest


Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Significance

 Content should contribute to the ideas, concepts, principles and generalization


that should attain the overall purpose of the curriculum.

 Content becomes the means of developing cognitive, affective, or


psychomotor skills of the learners.
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Validity

 Authenticity of the subject matter forms its validity.

 There is a need for validity check and verification at a regular interval,


because content may not continue to be valid.
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Utility

 Usefulness of the content in the curriculum is relative to the learners who are
going to use this.
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Learnability

 The complexity of the content must be within the range of the learners.
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Feasibility

 Can the subject be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners?
 Are the contents of learning which can learned beyond the formal teaching-
learning engagement?
 Are there opportunities to learn these?
Criteria in Selection of Content (Scheffer, 1970
in Bilbao, et al 2009)

Interest

 Will the learners take interest in the content?


 What value will the contents have in present and future life of the learners?
 Interest is one of the driving forces for the students to lean better.
Guide in the Selection of the
Content in the Curriculum

1. Commonly used in the daily life


2. Appropriate to the maturity levels and abilities of the learners
3. Valuable in meeting the needs and competencies of the future career
4. Related to other subject fields or discipline for complementation and
integration
5. Important in transfer of learning to other disciplines
BASIC Principles of Curriculum
Content In 1952

Palma proposed the principle BASIC as a guide in addressing CONTENT in the curriculum

B ALANCE - Content should be fairly distributed in depth and breadth


A bridging should
RTICULATION - As the content complexities progresses with the education levels
be provided

S EQUENCING - The logical arrangement of the content refers to sequence or order

I relatedness
NTEGRATION - Content in the curriculum does not stand alone or in isolation. It has
to other contents
C ONTINUITY
and
- Curriculum should continuously flow as it was before, to where it is now,
where it will be in the future,
Three ways of Approaching a
Curriculum

● Curriculum as a Content or Body of Knowledge


● CURRICULUM APPROACHED AS A PROCESS
● Curriculum as a Product
Curriculum as a Process

Curriculum happens in the classroom as the questions as by the teacher and


learning activities engaged in by the students.

The teaching and learning process becomes the central concern of teaching to
emphasize critical thinking, thinking meaning-making and heads on, hands-on doing
and many others.
There are the ways of teaching, ways of managing the content, guiding learning,
methods of teaching and learning and strategies of teaching or delivery modes.
Curriculum as a Process

When curriculum is approached as a PROCESS, guiding principles are presented:

 Curriculum process in the form of teaching methods or strategies are means to achieve the end.
 There is no single best process in method.
 Curriculum should stimulate the learners' desire to develop the cognitive, affective, psychomotor
domain in each individual.
 In the choice of methods, learning and teaching styles should be considered.
 Every method or process should result to learning outcomes which can be described as cognitive,
affective, and psychomotor.
 Flexibility in the use of the process or methods should be considered.
 Both teaching and learning are the two important processes in the implementation of the curriculum.
Three ways of Approaching a
Curriculum

● Curriculum as a Content or Body of Knowledge


● Curriculum Approached as a Process
● CURRICULUM AS A PRODUCT
Curriculum as a Product

is what students desire to achieve as a learning outcomes


Curriculum as a Product

 Curriculum happens in the classroom as the questions as by the teacher and


learning activities engaged in by the students.

 Teaching and learning process becomes the central concern of teaching to


emphasize critical thinking, thinking meaning-making and heads on, hands-on
doing and many others. There are the ways of teaching, ways of managing the
content, guiding learning, methods of teaching and learning and strategies of
teaching or delivery modes. All of these are result of planning, content and
processes in the curriculum.
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.
Activity 1

Instruction: Match the CONCEPT in column II with the CHOICES in column III. Write the letter
of your ANSWER in column I
Answe II. Concepts III. Choices
r
1. Curriculum as a way of doing A. Content
2. Authenticity of the Content B. Process
3. Curriculum as a subject matter C. Product
4. Fair distribution of the content across the subjects. D. Validity
5. Curriculum as the outcome of learning E. Balance
6. Seamless flow of content vertically or horizontally in the F. Articulation
curriculum.
7. Evidence of successful teaching G. Sequence
8. Enduring the perennial content from past to future. H. Integration
9. Allowing the transfer of content to other fields I. Continuity
10. Arranging of contents from easy to difficult. J. Learning Outcomes
Activity 2

Instruction: After learning from this lesson, how would you prepare yourself to become a teacher,
using the three approaches to curriculum?
“A teacher who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron.”
- Horace Mann
Thank you for
Listening
Time is running out!

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