Curriculum as the content and instructional approach

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Curriculum as the content and instructional approach

  1. 1. PED 109 CURRICULUM DEVELOPMENT TOPIC: CURRICULUM AS THE CONTENT AND INSTRUCTIONAL APPROACHES THAT SUPPORTS CURRICULUM
  2. 2. CURRICULUM AS THE CONTENT CURRICULUM DEVELOPERS NEED TO BRING THE CRITERIA IN CONTENT SELECTION SELF- SUFFICIENCY SIGNIFICANCE VALIDITY INTEREST UTILITY LEARNABILITY FEASIBILITY
  3. 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. 4. TECHNICAL – SCIENTIFIC APPROACH- REFLECTS A TRADITIONAL ORIENTATION ABOUT EDUCATION AND FORMAL METHODS. BEHAVIORAL – RATIONAL APPROACH SYSTEMS –MANAGERIAL APPROACH INTELLECTUAL – ACADEMIC APPROACH
  5. 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. 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. 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. 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. 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. 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. 11. RECONSTRUCTIONIST APPROACH – FOCUSES ON THE SOCIAL – CENTERED CURRICULUM THAT EMPHASIZES CULTURAL PLURALISM, INTERNATIONALISM AND NATIONALISM WHICH ARE BEYOND INDIVIDUAL CONCERNS.
  12. 12. Thank You for listening... BY: ANNALIZA S. GO PEC B

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