This document discusses different approaches to curriculum, including behavioral, managerial, systems, and humanistic approaches. The behavioral approach specifies goals and objectives and evaluates learning outcomes based on these. The managerial approach views the principal as the curriculum leader who sets policies and priorities. The systems approach examines how different parts of the school system relate to each other. The humanistic approach considers the whole child and believes the learner should be at the center of the curriculum.

2. Curriculum Experiences
Different instructional strategies provide the
experiences. The instructional strategies and
method will put into action the goals and the use
and content in order to produce an outcome.
Teaching strategies convert the written
curriculum into action. Both the teacher and the
learner take actions into facilitate learning.

3. Curriculum Experiences
The action are based on planned objectives,
the subject matter to betaken and the support
materials to be used. This will include a
multitude of teaching methods and
educational activities which will enhance
learning.

4. Some guide for the selection and use:
1) Teaching methods are means to achieve ends.
They are used to translate the objectives into
action.
2) There is no single best teaching method
3) Teaching method should stimulate the learner’s
desire to develop the cognitive, psychomotor,
social and spiritual domain of the individual4. In
the choice of the teaching methods, learning styles
of the students should be considered.

5. Some guide for the selection and use:
4. In the choice of the teaching methods, learning
styles of the students should be considered.
5. Every method should lead to 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

6. Curriculum
Evaluation
Component 4

7. Curriculum Evaluation
All curricula to be effective must have the element of
evaluation (Worthen and Sanders, 1987).
This refer to the formal determination of the quality,
effectiveness or value of the program, process, product
of the curri-culum. Evaluation is meeting the goals and
matching them with the intended outcomes.
There are different evaluation methods that can be
utilized like diagnos-tic, placement, formative or
summative evaluation or the norm or criterion-referenced
evaluation.

9. Steps
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,
modifications and adjustments to be made

10. Interrelationship of
Components Of A Curriculum
Aims
Objective
Methods/
Objective
Content/
Subject
Matter
Evaluation

11. Curriculum practitioners and
implementers may use one or more
approaches in planning,
implementing and evaluating the
curriculum. Even textbook writers
or instructional materials producers
have different particular
approaches.

12. Behavioral Approach
This is based on a blueprint, where goals and objectives are
specified, contents and activities are also arranged to match with
the learning objectives.
The learning outcomes are evaluated in terms of goals and
objectives set at the beginning. This approach started with the
idea of Frederick Taylor which is aimed to achieve efficiency.
In education, behavioral approach begins with educational plans
that start with the setting of goals or objectives.
These are the important ingredients in curriculum
implementation as evaluating the learning outcomes as a change
of behavior. The change of behavior indicates the measure of the
accomplishment.

13. Managerial Approach
In this approach, the principal is the curriculum leader and at the
same time instructional leader who is supposed to be the general
manager.
The general manager sets the policies and priorities, establishes the
direction of change and innovation, and planning and organizing
curriculum and instruction.
School administrators are less concerned about the content than
about organization and implementation. They are less concerned
about subject matter, methods and materials than improving the
curriculum
Curriculum managers look at curriculum changes and innovations
as they administer the resources and restructure the schools.

14. Some of the roles of the Curriculum
Supervisors are the following:
help develop the school's education goals
plan curriculum with students, parents, teachers and other stakeholders
design programs of study by grade levels
plan or schedule classes or school calendar
prepare curriculum guides or teacher guides by grade level or subject
area
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

15. Systems Approach
This was influenced by systems theory, where the parts of the
total school district or school are examined in terms of how
they relate to each other.
The organizational chart of the school represents a systems
approach. It shows the line-staff relationships of personnel
and how decisions are made..
The following are of equal importance:
a) Administration
b) counseling
c) Curriculum
d) Instruction
e) evaluation

16. Humanistic Approach
This approach is rooted in the progressive philosophy and
child-centered movement. It 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. The learner s at the center of the
curriculum.