1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum. 2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group. 3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners. 4. False - The curriculum recognizes that all can learn and succeed, not just the "best". 5. False - The school environment fostered is not one of competition but of solving problems together.

1. APPROACHES TO
CURRICULUM

2. CURRICULUM DESIGN?
The arrangement of the elements of a curriculum
into a substantive entity.
• Substantive:
Having a firm basis in reality and therefore
important, meaningful, or considerable.
• Entity:
A thing with distinct and independent existence.

3. APPROACH?
An approach to curriculum reflects the person’s view of the world, including
what the person perceives as reality, the values deemed important, and the
amount of knowledge he or she possesses. A curriculum approach reflects
holistic position of metaorientation, encompassing the foundations of
curriculum (the person’s philosophy, or view of social issues), domains of
curriculum (common and important knowledge within the field) and the
theoritical and practical principles of curriculum.
http://www.jstor.org/discover/10.2307/40364981?uid=2129&uid=2&uid=70&uid
=4&sid=21102436664431

4. 1. The Teacher
2. The Learners
3. Knowledge, Skills, Values
4. Strategies and Methods
5. Performance
6. Community Partners
The Six (6) Features of a Curriculum

5.  quality education requires quality teachers
 good teachers bring a shining light into
the learning environment
 ideal companions of the learners
 with advances in communication
technology, good teachers are needed to
sort out the knowledge from the
information from the data that surround
the learners and from the wisdom from
the knowledge
The Teacher

6.  they are at the center stage in the
educative process
 the most important factor in the learning
environment
 there is no teaching without them
 their diverse background should be
accepted
 their needs should be addressed and met
 they should be provided with learning
opportunities and varied experiences
The Learners

7.  a “curriculum oriented to tomorrow”
should be designed to help learners
cope with the rapid changes
 educational process should lie not
only in what they learn, but how they
learn and how good they will be in
continuing to learn after they leave
school
Knowledge, Skills, Values

8.  teachers should prepare his/her syllabus
or a course of study as his vehicle for
instruction
 learning goals, instructional procedures
and content must be clearly explained to
students
 there must be balance of theory and
practice
 learner’s sustained interest in the subject
should be made meaningful and relevant

9.  teachers should remember that there is no
best strategy that could work in a million
of different student background and
characteristics
 teachers must use appropriate
methodologies, approaches and strategies
“capped with compassionate and
winsome nature” to objectives of
the lesson
Strategies and Methods

10.  teachers should select teaching methods,
learning activities and instructional
materials or resources appropriate to
learners and aligned to objectives of the
lesson
 situations should be created to encourage
learners to use higher order thinking
skills
 utilize information derived from assessment
to improve teaching and learning and adopt
a culture of excellence

11.  knowledge, skills and values to be developed
by the learners serve as guiding post of the
teachers
 at the end of the teaching act, it is necessary
to find out if the objectives set were
accomplished (in curriculum these are called
learning outcomes)
 these learning outcomes indicate both the
performance of both the teacher and the
students
Performance

12.  learning outcomes are the product of
performance of the learners as a result of
teaching
 performance is a feature of a curriculum
that should be given emphasis
 the curriculum is deemed to be successful
if the performance of the learners is higher
than the target set
 if the performance is low then it follows
that the curriculum has failed
 a good curriculum is one that results in
high or excellent performance

13.  teaching is a collaborative undertaking
 to be effective, teachers must draw upon the resources of their environment even
if they
are the focal Point in the learning process
 teachers must establish relationship with
parents, NGO’s, and their stakeholders
 partnership is a means and not an end to be
pursued
Community Partners

14.  an absence of partnership often means a
poor definition of education ends
 as society changes, teachers will have a
new beginning, an opportunity to recast
their roles in their communities, to change
their attitude to their communities, to
challenge the attitude of their communities
and societies about them

15. The three major curriculum design models
are implemented through the different approaches
that are accepted by the teachers and curriculum
practitioners. How the design is utilized becomes
the approach to the curriculum.
Approaches to Curriculum Design

16.   this approach to curriculum design is
based on the underlying philosophy that
the child is the center of the educational
process
 curriculum is constructed based on the
needs, interests, purposes and abilities
of the learners
 curriculum is also built upon the learner’s
knowledge, skills, learning and
potentials
Child or Learner-Centered Approach

17. This approach considers the following:
 A new respect for the child is fundamental
 A new freedom of action is provided
 The whole activity is divided into units of
work
 The recognition of the need for using and
exploring many media for self-discovery
and self-direction is embraced

18. Anchored on the curriculum design which
prescribes different and separate subjects into
one broad field, this approach considers the
following:
Subject-Centered Approach

19.  The primary focus is the subject matter
 The emphasis is on bits and pieces of
information which are detached from
life
 The continuing pursuit of learning outside
the school is not emphasized. Learning
should only take place inside the
classroom.
 The subject matter serves as a means of
identifying problems in living

20. This approach is based on a curriculum
design which assumes that in the process of
living, children experience problems. Thus,
problem solving enables the learners to
become increasingly able to achieve complete
or total development as individuals.
Problem-Centered Approach

21. This approach is characterized by the
following views and beliefs:
 The learners are capable of directing and
guiding themselves in resolving problems,
thus they become independent learners
 The learners are prepared to assume their
civic responsibilities through direct
participation in different activities
The curriculum leads the learners in the
recognition of concerns and problems and
in seeking solutions. The learners are
considered problem solvers

22. HUMAN RELATIONS-CENTERED
APPROACH
• HUMAN RELATIONS :
• Learned early in life through deliberate planning
by the teacher - MURIEL CROSBY
• The social and interpersonal relations between
human beings : a course, study, or program
designed to develop better interpersonal and
intergroup adjustments http://www.merriam-webster.com
HUMAN RELATIONS

23. • How does a teacher go about the task of planning and developing a curriculum? :
In planning a curriculum designed to foster effective human relations, the teacher
starts with the problems her children experiences in daily living: Neighborhood
Community Larger community like state, region, world How does a teacher go
about the task of planning and developing a curriculum?
• Ways of identifying the problems :
Through the use of all the available resources available to her including:
• Records
• Test results
• Observations
• Conferences

24. IMPORTANT CHARACTERISTICS OF
HUMAN RELATIONS -CENTERED
CURRICULUM:
• 1. It is founded upon a professional knowledge of human growth and
development and the ways in which human beings learn.
• 2. It recognizes the practicalities of group life.
• 3. It provides opportunities to solve common problems of the group as they
are manifested by the individuals in it.
• 4. It is concerned with the implications of the changes in the nature and
complexity of modern life.

25. WHY DO WE SAY THAT PROBLEM-
CENTERED CURRICULUM IS IMPORTANT IN
HUMAN RELATIONS?
Because the problem –centered curriculum is centered in the needs of
children living in social groups in school and is founded upon the belief that
children learn best when they feel the need to learn and when their needs are
being met Why do we say that problem-centered curriculum is important in
human relations?

26. SELF-CHECK
1. Activities are chosen based on the developmental growth of learners.
2. The teacher’s focus is that all children gets perfect in the test.
3. The teacher excuses the learner from the test because a typhoon hit their
area.
4. Only the best can succeed.
5. School mean “survival for the fittest.”