Components of curriculum and curricular approaches

1. Components of Curriculum
1.1 Aims and Objectives
1.2 Curriculum Content
1.2.1 Criteria in Selecting the Subject Matter or Knowledge of the Curriculum
1.2.2 Criteria for the Content of Subject Matters to be Selected
1.2.3 Principles in Organizing of Putting Together the Different Learning Contents
1.3 Curriculum Experiences
1.3.1 Teaching Methods
1.3.2 Guides for the Selection and Use of Teaching Methods
1.4 Curriculum Evaluation
1.4.1 Stufflebeam’s CIPP
1.4.2 Steps in Curriculum Evaluation
2. Interrelationship of the Components of a Curriculum
3. Curriculum Approach
3.1 Behavioral Approach
3.2 Managerial Approach
3.3 System Approach
3.4 Humanistic Approach
Philippine Normal University ǀ The National Center for Teacher Education
South Luzon Campus

Components of Curriculum
Prepared by:
Cantillana, Jeric E.
BTLE III-B
South Luzon Campus

Component 2:
Curriculum Content
South Luzon Campus

“Content selection is a very crucial
stage in curriculum development.”
(Bilbao, 2008, p. 31)
South Luzon Campus

Criteria in Selecting the Subject
Matter or Knowledge for
the Curriculum
South Luzon Campus

Self Sufficiency
…helping the learners to attain
maximum self-sufficiency in learning
but in the most economical manner.
(Scheffler, 1970)
South Luzon Campus

Significance
•Content and subject matter will contribute
to basic ideas, concepts, principles, and
generalization to achieve the overall aim
of the curriculum;
•It will develop learning abilities, skills,
processes, and attitude;
South Luzon Campus

•It will develop the cognitive, affective,
and psychomotor skills of the
learners;
•Cultural aspect will be considered.
South Luzon Campus

Validity
The authenticity of the subject matter
selected.
South Luzon Campus

Interest
•“A feeling of wanting to learn more about
something or to be involved in something”
(Merriam Webster Dictionary)
•A key criterion for a learner-centered
curriculum;
South Luzon Campus

Utility
Usefulness of the content or subject matter.
South Luzon Campus

Learnability
•The ability to be grasped by the
learners;
•Subject matter in the curriculum
should be within the range of
experience of the learners.
South Luzon Campus

Feasibility
•Possibility;
•Can subject matter or content be learned
within the time allowed, resources
available, expertise of the teacher, and
the nature of the learners?
South Luzon Campus

Criteria for the Content of Subject
Matters to be Selected
•Frequently and commonly used in daily life;
•Suited to the maturity and abilities of
students;
•Valuable in meeting the needs and the
competencies of a future career;
South Luzon Campus

•Related with other subjects areas;
and
•Important in the transfer of learning.
South Luzon Campus

Principles in Organizing of Putting
Together the Different Learning Contents
-Palma, 1992
South Luzon Campus

Balance
Curriculum content should be fairly
distributed in depth and breadth of the
particular learning area or discipline.
South Luzon Campus

Articulation
•“The action or manner or jointing or
interrelating”
•Content should be connected to the
next.
South Luzon Campus

Sequence
Logical arrangement of the subject matter.
South Luzon Campus

Integration
•Horizontal connections between
subject matters that are similar;
•This will help the learner get a holistic
or unified view of reality and outlook
in life.
South Luzon Campus

Continuity
Constant repetition, review and
reinforcement of learning.
South Luzon Campus

Component 3:
Curriculum Experiences
South Luzon Campus

Teaching strategies convert the
written curriculum to instruction.
South Luzon Campus

The actions are based on the
following:
•Planned objectives;
•Subject matter to be taken;
•The support materials to be used.
South Luzon Campus

Teaching Methods
•Time-tested methods
•Inquiry approaches
•Constructivist approaches
•Strategies that complement to new theories in
teaching and learning
South Luzon Campus

Guides for the Selection and
Use of Teaching Methods
•Teaching methods are means to achieve the end.
•There is no single best teaching methods.
•Teaching methods should stimulate the learners’
desire to develop the cognitive, affective,
psychomotor, social and spiritual domain of the
individual.
South Luzon Campus

•Learning style of the students should be
considered.
•Every method should lead to the development
of the learning outcomes in the three
domains.
•Flexibility should be a consideration in the
use of the teaching methods.
South Luzon Campus

Component 4:
Curriculum Evaluation
South Luzon Campus

According to Worthen and Sanders,
(1987) all curricula to be effective
must have the element of evaluation.
South Luzon Campus

Curriculum Evaluation
Formal determination of the quality,
effectiveness or value of the program,
process, products of the curriculum.
South Luzon Campus

Stufflebeam’s CIPP
•Context
•Input
•Process
•Product
South Luzon Campus

Context
•The environment of the curriculum;
•The real situation where the
curriculum is operating.
South Luzon Campus

Input
Ingredients of the curriculum which
include the goals, instructional
strategies, the learners, the teachers,
the content, and all the materials
needed.
South Luzon Campus

Process
•Refers to the way and means of how the
curriculum has been implemented;
•Looks into the entire operation of the
curriculum.
South Luzon Campus

Product
Refers to the outcomes of results that
indicates if the curriculum accomplishes
its goals.
South Luzon Campus

Steps in Curriculum Evaluation
South Luzon Campus

1. Focus on one particular
component of the curriculum.
South Luzon Campus

2. Collect or gather the
information.
South Luzon Campus

3. Organize the information.
South Luzon Campus

4. Analyze the information.
South Luzon Campus

5. Report the information.
South Luzon Campus

6. Recycle the information
for continuous feedback,
modification and adjustment
to be made.
South Luzon Campus

Interrelationship of the
Components of a Curriculum
Aims
Objectives
Methods
Strategies
Evaluation
Content
Subject Matter
Aims
Objectives
Content
Subject Matter

Curriculum Approaches
South Luzon Campus

Behavioral Approach
•Started with the idea of Frederick Taylor;
•Anchored on the behaviorist principles;
•The change in behavior indicates the
measure of the accomplishments.
South Luzon Campus

Managerial Aproach
Principal: Curriculum Leader
Instructional Leader
General Manager
South Luzon Campus

•Sets the policies and priorities,,
establishes the direction of
change and innovation, and
planning and organizing the
curriculum and instruction.
South Luzon Campus

Roles of the Curriculum Supervisors
(Ornstein and Hunkins, 2004)
• Help develop the school’s educational goals.
• Plan curriculum with students, parents, teachers and
other stakeholders.
• Design programs of study by grade level.
• Plan or schedule classes or school calendar.
• Prepare curriculum guides or teacher guides by grade
level or subject area.
South Luzon Campus

•Help in the evaluation and selection of textbooks.
•Observe teachers.
•Assist teachers in the implementation of the curriculum.
•Encourage curriculum innovation and change.
•Develop standards for curriculum and instructional
evaluation.
South Luzon Campus

System Approach
•Influenced by systems theory;
•The parts of the total school district or
school are examined in terms of how they
relate to each other.
•Administration, counselling, curriculum,
instruction, and evaluation
South Luzon Campus

Humanistic Approach
•Rooted in the progressive philosophy and
child-centered movement;
•The prime consideration of the curriculum is
the total development of the individual.
South Luzon Campus

South Luzon Campus

Components of curriculum and curricular approaches

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Andere mochten auch

Andere mochten auch (7)

Ähnlich wie Components of curriculum and curricular approaches

Ähnlich wie Components of curriculum and curricular approaches (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Components of curriculum and curricular approaches