The document outlines various approaches to curriculum development, emphasizing a means-end perspective focused on behavioral objectives and instructional interactions. It highlights Taba’s seven stages of curriculum development, which prioritize learning experiences over content for achieving educational goals. Additionally, it stresses the importance of social processes in learning, acknowledging variations in understanding among learners.

2. .

5. TECHNICAL/SCIENTIFIC
•Behavioral-Rational
Approach
•Systems-Managerial
Approach
•Intellectual-Academic
Approach

7. means-end approach
MEANS = CURRICULUM
END = INSTRUCTION

8. •This means-end view focuses on the
need for behavioural objectives to serve
as guides to instruction and to
determine whether its desired ends are
realized.

9. FIGURE 13. FLOWCHART OF TABA’S (1962) SEVEN STAGES
OF CURRICULUM DEVELOPMENT
Diagnosis
of needs
Determination of
what and how to
evaluate
Organization
of learning
experiences
Selection of
learning
experiences
Organization
of content
Selection
of content
Formulation
of objectives
CURRICULUM

10. Taba: “Perhaps the first important
consideration in achieving a wider range of
objectives is the fact that the learning
experiences and not the content as such, are
the means for achieving all objectives
besides those of knowledge and
understanding.”

11. •Ornstein and Hunkins consider curriculum
experiences as the instructional component
of curriculum which indicates the
interaction between teacher, learner and
instructional materials for the purpose of
achieving the goals of the school.

12. •Learning does not takes place in a vacuum;
it takes place through experiencing content
oftentimes mediated by social processes.
There will always be variations in the
knowledge and understanding of objects,
people and events as well as their
relationships even when reading the same
book.