Curriculum approaches

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CURRICULUM APPROACHES:

CURRICULUM APPROACHES

Curriculum approaches reflect the following::

Curriculum approaches reflect the following: Developer’s

EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT WHICH IMPACTS ON:

EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT WHICH IMPACTS ON The design of the curriculum The role of schools, administrators, teachers, learners, curriculum specialist Requirements for evaluation and implementation

TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES:

TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES TECHNICAL-SCIENTIFIC NON-TECHNICAL/ NON-SCIENTIFIC

Slide 5:

TECHNICAL-SCIENTIFIC MODELS reflect a traditional orientation about education and formal methods of schooling NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES challenge traditional theories and practices and reflect the more progressive views about education

A. TECHNICAL-SCIENTIFIC APPROACHES :

A. TECHNICAL-SCIENTIFIC APPROACHES The basis for the procedure of these approaches is the scientific method which involves a logical step-by-step procedure of problem solving.

1. BEHAVIORAL-RATIONAL APPROACH:

1. BEHAVIORAL-RATIONAL APPROACH It is the oldest and still more preferred approach by many educators (Bago 2008) It clearly defines the objectives (why), content (what), method (how), sequence (when), and scope (how much) of a curriculum By the Taba and Tyler Models, 1969

FLOWCHART OF TABA’S SEVEN STAGES OF CURRICULUM DEVELOPMENT:

FLOWCHART OF TABA’S SEVEN STAGES OF CURRICULUM DEVELOPMENT C:\Users\joyce\Documents\BEHAVIORAL-SCIENTIFIC APPROACH FLOWCHART OF TABA.doc

2. SYSTEMS-MANAGERIAL APPROACH:

2. SYSTEMS-MANAGERIAL APPROACH This approach considers the major interconnectedness of inputs, throughputs, and outputs that comprise the educational system. This model emphasizes the managerial/leadership and supervisory aspects of curriculum especially in the implementation and organization process. Curriculum is viewed as the major system and the other processes related to it such as supervision (motivation, leadership styles, communication, and decision making), instruction, and evaluation are subsystems.

SYSTEMS-MANAGERIAL APPROACH:

SYSTEMS-MANAGERIAL APPROACH C:\Users\joyce\Documents\SYSTEMS-managerial curriculum approach.doc

3. INTELLECTUAL –ACADEMIC APPROACH:

3. INTELLECTUAL –ACADEMIC APPROACH It identifies three fundamental factors - - the learner, the society, and the organized subject matter. It advocates that these three factors should be viewed as a whole, and not in isolation from one another. This approach has the following three sources of the curriculum: - studies of the learner; - studies of contemporary life and its needs; and - suggestions from subject experts. ( http://vedyadhara.ignou.ac.in/wiki/images/6/6d/ES-316-Unit3(block-2).pdf )

INTELLECTUAL –ACADEMIC APPROACH:

INTELLECTUAL –ACADEMIC APPROACH This approach emphasizes the importance of cognitive theories and principles in curriculum planning

B. NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES:

B. NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES are flexible and less structured without predetermined objectives to guide the teaching-learning process. are based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the priority concerns. It considers that the curriculum evolves rather than being planned precisely.

NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES:

NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES give recognition to the importance of Music, Arts, Literature, Health Education, Physical Education, and the Humanities. advocates of these approaches prefer child-centered and problem-centered designs.

1. HUMANISTIC-AESTHETIC APPROACH:

1. HUMANISTIC-AESTHETIC APPROACH This approach is rooted in progressive philosophy which promotes the liberation of learners from authoritarian teachers. ProgressivefEducation1940s.mpg

2. RECONCEPTUALIST APPROACH:

2. RECONCEPTUALIST APPROACH This approach reflects an existentialist orientation. Proponents argue that the aim of education is not to control instruction in order to preserve existing orders. Instead, the purpose of education is to emancipate society from traditional, outmoded orders through individual free choice. The foci of the curriculum are community, national, and world problems that need to be addressed through an interdisciplinary approach.

3. RECONSTRUCTIONISM:

3. RECONSTRUCTIONISM While progressivism emphasizes on child-centered curriculum, reconstructionism insists on a social-centered one. This curriculum orientation considers the school as an agent of change which should be at the forefront in creating a new vision of society and of the future. Reconstructionism sees the school as an institution of social reform

Social Reconstruction [www.keepvid.com].mp4 :

Social Reconstruction [www.keepvid.com].mp4 RECONSTRUCTIONISM

C. ECLECTIC MODELS:

C. ECLECTIC MODELS Oftentimes, educators prefer eclectic models (halo-halo) which are a combination of several approaches, rather than commit themselves to one particular approach only. However, even for eclectic models, one approach is emphasized over the others. Eclectic models are not mere patchworks (pagtatagpi-tagpi ) but a synthesis ( pagbubuo o paghahabi ) where desired features from several models are selected and integrated into a new whole. Many established curricula in the Philippines exhibit eclectic models.

SAMPLE:

SAMPLE AUF READINGS\TG English Topic 1.pdf

THE END:

THE END Thank you

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