Curriculum as the content and instructional approach
This document discusses curriculum development and the content and instructional approaches that support curriculum. It describes curriculum content as criteria like self-sufficiency, significance, validity, interest, utility, learnability and feasibility. It classifies instructional approaches into technical-scientific and non-technical/non-scientific categories. The technical-scientific approach includes behavioral-rational, systems-managerial and intellectual-academic approaches. The non-technical/non-scientific approach includes humanistic-aesthetic, reconceptualist and reconstructionist approaches. It provides more details on approaches like Taba's seven stages of curriculum development and the behavioral-rational and systems-managerial models.
Curriculum as the content and instructional approach
- 1. PED 109 CURRICULUM DEVELOPMENT TOPIC: CURRICULUM AS THE CONTENT AND INSTRUCTIONAL APPROACHES THAT SUPPORTS CURRICULUM
- 2. CURRICULUM AS THE CONTENT CURRICULUM DEVELOPERS NEED TO BRING THE CRITERIA IN CONTENT SELECTION SELF- SUFFICIENCY SIGNIFICANCE VALIDITY INTEREST UTILITY LEARNABILITY FEASIBILITY
- 3. INSTRUCTIONAL APPROACHES THAT SUPPORTS CURRICULUM: CURRICULUM APPROACHES MAY BE CLASSIFIED INTO TWO BROAD, CONTRASTING CATEGORIES: TECHNICAL-SCIENTIFIC NON-TECHNICAL/NON-SCIENTIFIC ORNSTEIN & HUNKINS, 1988
- 4. TECHNICAL – SCIENTIFIC APPROACH- REFLECTS A TRADITIONAL ORIENTATION ABOUT EDUCATION AND FORMAL METHODS. BEHAVIORAL – RATIONAL APPROACH SYSTEMS –MANAGERIAL APPROACH INTELLECTUAL – ACADEMIC APPROACH
- 5. NON-TECHNICAL/NON-SCIENTIFIC APPROACHTENDS TO CHALLENGE TRADITIONAL THEORIES AND PRACTICES AND REFLECTS THE MORE PROGRESSIVE VIEWS ABOUT EDUCATION. HUMANISTIC – AESTHETIC APPROACH RECONCEPTUALIST APPROACH RECONSTRUCTIONIST APPROACH
- 6. TECHNICAL – SCIENTIFIC APPROACH BEHAVIORAL – RATIONAL APPROACH- IT IS A MEANS-END APPROACH WHICH IS LOGICAL AND PRESCRIPTIVE WHICH DEFINES THE WHY (OBJECTIVES), WHAT (CONTENT), HOW (METHOD), WHEN (SEQUENCE) AND HOW MUCH (SCOPE).
- 7. BEHAVIORAL – RATIONAL APPROACH . Figure 1. Flowchart of Taba’s (1962) Seven Stages of Curriculum Development Diagnosis of needs Curriculum Formulation of Objectives Determination of What & How to Evaluate Selection of Content Organization of Learning Experiences Organization of content Selection of Learning Experiences
- 8. SYSTEMS – MANAGERIAL APPROACH CONSIDERS THE MAJOR INTERCONNECTED ELEMENTS OF INPUTS, THROUGHPUTS (PROCESS) AND OUTPUTS THAT COMPRISE THE EDUCATIONAL SYSTEM. INTELLECTUAL - ACADEMIC APPROACHEMPHASIZES THE IMPORTANCE OF THEORIES AND PRINCIPLES IN CURRICULUM PLANNING.
- 9. Figure 2. Systems-Managerial View of Curriculum Development Structure and Processes INPUTS Resources (human, physical, financial) Information Curriculum Organization Instruction Evaluation Supervision (motivation, communication, leadership styles, decision-making) OUTPUTS Success and Failure ENVIRONMENT Public Demand and Expectations FEEDBACK
- 10. NON-TECHNICAL/NON-SCIENTIFIC APPROACH HUMANISTIC-AESTHETIC APPROACH- IS ROOTED IN PROGRESSIVE PHILOSOPHY WHICH PROMOTES THE LIBERATION OF LEARNERS FROM AUTHORITARIAN TEACHERS. RECONCEPTUALIST APPROACH – REFLECTS AN EXISTENTIALIST ORIENTATION.
- 11. RECONSTRUCTIONIST APPROACH – FOCUSES ON THE SOCIAL – CENTERED CURRICULUM THAT EMPHASIZES CULTURAL PLURALISM, INTERNATIONALISM AND NATIONALISM WHICH ARE BEYOND INDIVIDUAL CONCERNS.
- 12. Thank You for listening... BY: ANNALIZA S. GO PEC B