Approaches About School Curriculum
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The document describes three approaches to curriculum - as content, process, and product. It explains each approach through examples and reflects on how they interrelate. Specifically, it outlines how curriculum can be viewed as the topics taught, the methods used to deliver instruction, and the learning outcomes achieved by students.
Approaches About School Curriculum
- 1. By: Joseline Manuel-Santos, Ph.D.
- 2. 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
- 4. THREE WAYS OF APPROACHING CURRICULUM Curriculum as a content or body of knowledge Curriculum approached as a process Curriculum as a product
- 5. 1. CURRICULUM AS A CONTENT OR BODY OF KNOWLEDGE Topic outline Subject matter Concept to be included in the syllabus Traditionalist equate curriculum with the ff:
- 6. 1. Topical approach 2. Concept approach 3. Thematic approach 4. Modular Approach Observe your book and find out what approach is being used.
- 7. 1. Significance - Content becomes the means of developing cognitive, affective or psychomotor skills - Address cultural context of the learners Browse your book and look for a proof that it is significant
- 8. 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.
- 9. 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.
- 10. 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.
- 11. 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.
- 12. 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?
- 13. 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.
- 14. BASIC Principles of Curriculum Content In 1952, Palma proposed the principle of BASIC as a guide in addressing CONTENT in the curriculum. ALANCE RTICULATION EQUENCE NTEGRATION ONTINUITY -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
- 19. Use other subject as the content of your subject through examples.
- 20. 2. CURRICULUM APPROACHED AS PROCESS
- 21. 2. CURRICULUM APPROACHED AS PROCESS Curriculum happens in the classroom Practice of teaching Curriculum happens in the classroom Concern of teachers to emphasize • Critical thinking • Meaning-making • Heads-on • Hands-on • and many others
- 22. 2. CURRICULUM APPROACHED AS PROCESS The process provides the curriculum on how to teach the content. Pedagogical Content Knowledge If you have this content, how will you teach it?
- 23. 2. CURRICULUM APPROACHED AS PROCESS What curriculum are you using? Problem-based Hands-on, Minds-on Cooperative learning Blended Curriculum On-line Case-based and many more
- 24. When curriculum is approached as a PROCESS, guiding principles are presented: 2. CURRICULUM APPROACHED AS PROCESS 1. 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 holistically 4. In the choice of methods, learning and teaching styles should be considered. 5. Every method or process should result to learning outcomes 6. Flexibility in the use of the process or methods should be considered 7. Both teaching and learning are the two important processes in the implementation of the curriculum.
- 25. 3. CURRICULUM AS A PRODUCT is what students desire to achieve as a learning outcomes
- 26. 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.