Pi Ni Agne

Name: Ma.
Isabel Agne
Topic: Component of curriculum and curriculum approaches
Time: 5: 30- 6: 30
Teacher: Mr. Salvador Pretista
A. introduction:
A curriculum is often identified with a set of degree requirements:

“What do I have to do to receive my degree?” But degree requirements are not
themselves sufficient to define appropriate educational goals. One might fulfill all
of the College's degree requirements and yet fail to get a good education. It would
also be possible to acquire a good education but neglect to fulfill the degree
requirements.
B. content
 Component 1. Curriculum aims goals and objectives

 Aims of elementary education ( education act of 1982)- it refers to
the knowledge and develop skill S, attitudes, values and to
personal development and provide learning experiences
 Aims of secondary education – it refers to the objectives of the
elementary education, it also discover and to enhance the different
aptitude and interest of the students.
 Aims of tertiary education- it refers to the colleges or university
and based on the curricula of the different courses.
 Benjamin bloom and his associates classified three big domain of

objective. There are cognitive, affective and psychomotor domains.
Cognitive domain – refers to the thought or a process
Affective domain- ( krathwoht 1964)- refers to the valuing attitude
and appreciation
Psychomotor domain- ( Sampson 1972) – it is a domain which use
of psychomotor attributes.
APPROACHES TO CURRICULUM DESIGN
Six Features of a Curriculum:

1. The Teacher
2. The Learners
3. The Knowledge, Skills and Values
4. Strategies and Methods
5. Performance
6. Community Partners
Elements/ components of curriculum
CURRICULUM AIMS, GOALS AND OBJECTIVES
Educational Objectives
 Benjamin Bloom and Robert Mager defined educational objectives in two
ways:
o Explicit formulations of the ways in which students are expected to be
changed by the educative process, and
o Intent communicated by statement describing a proposed change in
learners.
Three Big Domains of Objectives (Bloom and his associates)

1. Cognitive
2. Affective
3. Psychomotor
Component 2 Curriculum content or subject matter

 Another term for KNOWLEDGE
 It is compendium of facts, concepts, generalization, principles and theories.
 According to Gerome Brunner, “knowledge is a model we construct to give
meaning and structure to regularities in experience.”
 Criteria in Utilizing in the Selection of Subject Matter or Knowledge for the
Curriculum
 According to Scheffler( 1970 ) the prime guiding principle for self- selection
is helping the learners to attain maximum self -sufficiency in learning but in
the most economical manner.
o Significance
o Validity
o Interest
o Utility
o Learnability
o Feasibility
Component 3 curriculum experiences

 The Instructional strategies and methods will put into action the goals and
use the contents in order to produce an outcome.
Guidelines for Selection and Use in Utilizing the Curriculum

1. Teaching methods are means to achieved the end. They are used to translate
the objectives into action.
2. There is no single best teaching method. Its effectiveness will depend on the
learning objectives, the learners and skill of the teacher.
3. Teaching methods should stimulate the learners desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the
individual.
4. In the choice of teaching methods, learning styles of the students should be
considered.
5. Every method should lead the development of the learning outcomes in the
three domains: cognitive, affective and psychomotor.
6. Flexibility should be a consideration in the use of the teaching methods.
Component 4 curriculum evaluation
 According to Worthen and Sanders, (1987) all curricula to be effective must

have the element of evaluation.
 This may refer to the formal determination of the quality, effectiveness, or
value of the program, process, product of the curriculum.
 Tuckman (1985) defines evaluation as meeting the goals and matching them
with the intended outcomes.
Stufflebeam’s CIPP ( Content, Input, Product, Process) Model

 process is continuous very important to curriculum managers like
principals, supervisors, department head, deans and even teachers.
Context
o Refers to environment of the curriculum.
Input
o Refers to the ingredients of the curriculum which include the goals,
instructional strategies, the learners, the teachers, the contents and
all the materials needed.
Process
o Refers to the ways and means of how the curriculum has been
implemented.
Product
o Indicates if the curriculum accomplishes its goals. It will determine to
what extent the curriculum objectives have been achieved.
Suggested Plan of Action for the Process of Curriculum Evaluation

1. Focus on one particular component of the curriculum
2. Collect or gather the information
3. Organize the information
4. Analyze information
5. Report the information
6. Recycle the information for continuous feedback, modification and
adjustments to be made.
CURRICULUM APPROACHES
Behavioral Approach
 Anchored on the behaviorist principles, behavioral approach to curriculum is
usually based on a blueprint.
 The learning outcomes are evaluated in terms of goals and objectives set at
the beginning.
 This approach was started with the idea of Frederick Taylor is aimed to
achieved efficiency.
Managerial Approach
 Managerial approach became a dominant curriculum approach in the 1950’s
and 1960’s.
 The general manager sets the policies and priorities, establishes the
direction of change and innovation, and planning and organizing curriculum
and instruction.
Roles of Curriculum Supervisors

1. Help develop the school’s education goals.
2. Plan curriculum with students, parents, teachers, and other stakeholders.
3. Design programs of study by grade levels.
4. Plan or schedule classes or school calendar.
5. Prepare curriculum guides or teacher guides by grade level or subject area.
6. Help in the evaluation and selection of textbooks
7. Observe teachers.
8. Assist teachers in the implementation of the curriculum.
9. Encourage curriculum innovation and change.
10. Develop standards for curriculum and instructional evaluation.
Systems Approach
 This approach was influenced by System theory.
 The parts of the total school district or school are examined in terms of how
they are relate to each other.
 To George Beauchamp, system theory of education see the following to be of
equal importance are (1) administration (2) counseling (3) curriculum (4)
instruction (5) evaluation.
Humanistic Approach
 This approach is rooted in the progressive philosophy and child- centered
movement.
 This approach considers the formal or planned curriculum and the informal
or hidden curriculum.
 It considers the whole child and believes that in curriculum the total
development of the individual is the prime consideration.
Principles of Curriculum Design
Subject- Centered Design Model

This model focuses on the content of the curriculum.
Henry Morrison and William Harris are few curricularists who were firm believers
of this design.
Examples are : (a) subject design (b) discipline design (c) correlation design (d)
broad field design/ interdisciplinary
 Subject Design
o is the oldest and so far the most familiar design for teachers, parents
and other laymen.
 Discipline Design
o This design is related to subject design however it focuses only on the
cluster of content, discipline design focuses on academic disciplines.
 Correlation Design
o This comes from a core, correlated curriculum design that links
separate subject design in order to reduce fragmentation
 Broad field Design/ Interdisciplinary
o - variation of the subject-centered design
Learner Centered Design

 The learner is the center of the educative process.
 This emphasis is very strong in the elementary level, however more concern
has been placed on the secondary and even the tertiary levels.
 Examples are: (a) child centered design (b) experience centered design (c)
humanistic design
 Child Centered Design

o Attributed to the influence of John Dewey, Rouseau. Pestallozi and
Froebel
 Experience Centered Design
o Believes that the interests and needs of learners cannot be pre-
planned
 Humanistic Design
o A design made by Abraham Maslow and Carl Rogers.
Problem-centered Design
 This design draws on social problem, needs, interests and abilities of the
learners
 Examples are : (a) life situations design(b) core design
 Life situations Design
o The contents are organize in ways that allow students to clearly view
problem areas clearly
 Core Design
o It centers on general education and the problems are based on
common human activities
o Popularized by Faunce and Bossing in 1959
o How to proceed following a core design of a curriculum
i. The problem is selected by either the teacher or students.
ii. A group concensus is made to identify the important problems
and interest of the class.
iii. Problems are selected on the basis of developed criteria for
selection
iv. The problem is clearly stated and defined.
v. Areas of study are decided, including dividing the class by
individual or group interests.
vi. Need information is listed and discussed.
vii. Resources obtaining information are listed and discussed.
viii. Information is obtained and organized.
ix. Information is analyzed and interpreted.
x. Tentative conclusions are stated and tested
xi. A report presented to the class on an individual or group basis.
xii. Conclusions are evaluated.
xiii. New avenues of exploration toward further problem solving are
examined.
C. Personal insight:
My personal insight about this topics curriculum component and

approaches it described the learners capacity and ability, need and values
together with how the child is being nurtured by the parents. The objective and
goals of the education to have its platform, to what should be the step by step
process, what is the first lesson should the teachers teach
And how should be the learners evaluated based on what they learned inside the
classrooms.

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Name: Ma.

A curriculum is often identified with a set of degree requirements:

 Component 1. Curriculum aims goals and objectives

 Benjamin bloom and his associates classified three big domain of

Six Features of a Curriculum:

CURRICULUM AIMS, GOALS AND OBJECTIVES

Three Big Domains of Objectives (Bloom and his associates)

Component 2 Curriculum content or subject matter

Component 3 curriculum experiences

Guidelines for Selection and Use in Utilizing the Curriculum

Component 4 curriculum evaluation

 According to Worthen and Sanders, (1987) all curricula to be effective must

Stufflebeam’s CIPP ( Content, Input, Product, Process) Model

Suggested Plan of Action for the Process of Curriculum Evaluation

Roles of Curriculum Supervisors

Principles of Curriculum Design

Subject- Centered Design Model

Learner Centered Design

 Child Centered Design

My personal insight about this topics curriculum component and

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