The document discusses different curriculum approaches, categorizing them into technical-scientific and non-technical-non-scientific frameworks. It further elaborates on the behavioral-rational and system-managerial approaches, emphasizing the latter's focus on the interconnected components of an educational system, including inputs, processes, and outputs. The importance of leadership, stakeholder involvement, and the cyclical nature of curriculum development are highlighted as essential for effective implementation.

1. CURRICULUM
APPROACHES
Group II
IV-14 AB/BSE Literature

2. Introduction
O Bago (2008) said that the
analysis of an approach provides
information about personal and
collective commitments to a
particular viewpoint and the
values deemed important by
individuals, school and society.

3. 2 broad contrasting categories:
O Technical-Scientific
reflecting the traditional orientation about
education and formal methods of
schooling
O Non-technical-Non-scientific
tend to challenge the traditional theories
and practices in education, rendering it
as a progressive approach in education

4. A. Technical/Scientific
O This type of approach view curriculum
development as something similar to
engineering or architecture.
O use instruments and empirical methods
in preparing a blueprint with well –
defined elements, orderly sequenced
procedures, and quality control
measures to increase the probability of
success in its implementation

5. Behavioral-Rational Approach
O the oldest and still more preferred
approach by many educators (Taba and
Tyler models)
O defines the why (objectives), what
(content), how (method), when (sequence)
and how much (scope)
O Formulated are goals and objectives
content and the evaluation of learning
outcomes

6. Behavioral-Rational Approach
means-ends approach
MEANS = CURRICULUM
ENDS = INSTRUCTION

7. Behavioral-Rational Approach
O 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. Learning Experiences
O 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.”

10. Learning Experiences
O 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.

11. Learning Experiences
O 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.

12. Learning Experiences
O Learning experiences may ensue
from teaching methods and
activities chosen as the vehicles
of instruction.

13. System-Managerial Approach
O considers the major interconnected
elements of inputs, throughputs
(process) and outputs that comprise
the educational system

14. Fig. 14. Systems-managerial View of Curriculum
Development
STRUCTURE AND
INPUTS PROCESSESS OUTPUTS
Curriculum
Organization
Instruction
Evaluation
Supervision
(motivation,
communication, leadership
styles, decision-making)
ENVIRONMENT
Public Demands
and Expectations
FEEDBAC
K

15. System-Managerial Approach
O describe the interaction of:
human resources
physical resources
financial resources
throughput or process
_____________________
desired outputs

16. System-Managerial Approach
O This approach emphasizes the
managerial/leadership and supervisory
aspect of the curriculum especially in the
implementation and organization process.
O There are certain roles that the leader
must exercise which require interpersonal,
academic and technical skills.

17. System-Managerial Approach
O Functions:
1. Motivate interest of all stakeholders.
2. Encourage participation and involvement of
all stakeholders.
3. Arbitrate conflicting interests of various
groups.
4. Synthesize divergent viewpoints.
5. Identify common vision and goals.
6. Encourage unity of purpose.
7. Translate abstract ideas into concrete ones.

18. System-Managerial Approach
O Functions:
8. Clarify big ideas.
9. Organize and implement in-service programs.
10. Communicate timely and accurate
information to all stakeholders.
11. Procure needed materials.
12. Monitor curriculum implementation.
13. Organize and implement a mechanism for
periodic evaluation.
14. Create a climate of innovation and change.

19. System-Managerial Approach
O It may be viewed as a never-ending
process which requires incremental
or even major changes in some
elements of the system, as a matter
of course.

20. System-Managerial Approach
O Ornstein and Hunkins grouped the
innovations focused on organizations
under five categories:
1)personnel
2)instructional media
3)instructional groups
4)grading
5)schools

21. System-Managerial Approach
O Ornstein and Hunkins grouped the
innovations focused on organizations
under five categories:
1)personnel
2)instructional media
3)instructional groups
4)grading
5)schools

22. System-Managerial Approach
O The model is a cyclical process. It is an
offshoot of the linear behavioral-rational
approach.
O Curriculum is viewed as the major system and
the other processes related to it such as
supervision, instruction and evaluation are
subsystems.
O The success of the system depends on the
close monitoring by administrators who
provide interventions and corrective
measures whenever possible problems are
detected.