Component 3 - Curriculum Experiences

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. Whatever methods the teacher utilizes to
implement the curriculum, there will be some guide for the selection and use. Here are
some of them:
1. Teaching methods are means to achieve the end.
2. There is no single best teaching method.
3. Teaching methods should stimulate the learners desire to develop the
cognitive, affective, psychomotor, social and spiritual domain of the individual.
4. Learning styles of the students should be considered.
5. Flexibility should be a consideration in the use of the teaching methods.
6. Every method should lead to the development of the learning outcomes.
COMPONENT 4 – CURRICULUM EVALUATION
1. According to Worthen and Sanders (1987) all curricula to be effective must
have the element of evaluation. Curriculum evaluation here may refer to the formal determination of
the quality, effectiveness or value of the program,
process, and product of the curriculum. From the definitions, several models
of evaluation came up. The most widely used is Stufflebeam’s CIPP
(Context, Input, Product, Process)
2. The context refers to the environment of the curriculum. The real situation
where the curriculum is operating is its context. Simply put, context
evaluation refers to situation analysis.
3. The input refers to the ingredients of the curriculum which include the goals,
instructional strategies, the learners, the teachers, the contents and all the
materials needed.
The process refers to the ways and means of how the curriculum has been
implemented.
The product indicates if the curriculum accomplishes its goals. It will determine to
what extent the curriculum objectives has been achieved.

CURRICULUM APPROACHES
There are five curriculum approaches that will be presented in this lesson.
1. Behavioral Approach – it is usually based on a blueprint. In the blueprint, goals and objectives ate
specified, contents and activities are also arranged to match with the learning objectives. Behavioral
Approach which was started by Frederick Taylor is aimed to achieve efficiency. It begins with
educational plans that start with the setting of goals and objectives.
2. Managerial Approach – it is became a dominant curriculum approach. The principal is the curriculum
leader and at the same time instructional leader who is supposed to be the general manager. The
general manager sets the policies and priorities, establishes the direction of change and innovation,
planning and organizing curriculum and instruction.
3. Systems Approach – it is influenced by systems theory. In system approach to curriculum, the parts of
the total school district or school are examined in terms of how they relate to each other. The
organizational chart of the school represents a system approach.
4. Humanistic Approach – this approach is rooted in the progressive philosophy and child-centered
movement. It considers the formal or planned curriculum and the informal or hidden curriculum. The
learner is at the center of the curriculum.
TEACHING-LEARNING PROCESSES AND CURRRICULUM DEVELOPMENT
One of the most often repeated definitions of the curriculum is that curriculum is the total learning
experience. This description implies that the crux of a curriculum is the different planned and unplanned
activities have been lived, acted upon or done by the learners with the guidance of the teacher. What is
the role of teaching in the curriculum development? Who does it? On the other hand, what is learning in
curriculum development? Who does it?
TEACHING AS PROCESS IN CURRICULUM
What do you know about teaching? What knowledge is needed to understand this process? Good
teaching is difficult to agree upon. Effective teaching is one that bring about the intended learning
outcomes. Teaching is showing, telling, giving instruction, making someone understand in order to learn.
The person who teaches, controls learning. This person is a teacher, a dispenser of knowledge, an
ultimate authority, a director of learning.
Let us look becomes a decision maker in the teaching process a series of actions
from PLANNING, IMPELEMENTING and EVALUATING. It looks similar to curriculum
development.
In teaching, the PLANNING PHASE includes decision about;
a. The needs of the learners
b. The achievable goals and objectives to meet the needs
c. The selection of the content to be taught

d. The motivation to carry out the goals
e. The strategies most fit to carry out the goals
f. The evaluation process to measure learning outcomes
The IMPLEMENTATION PHASE, requires the teacher to implement what has been
planned. Based on the objectives, implementation means put into action the different
activities in order to achieve the objectives through the subject matter. Here, two
important players are involved;
a. The teacher
b. The learner
The EVALUATION PHASE, a match of the objectives with the learning outcomes will
be made. Simply, the evaluation phase will answer the question if the plans and
implementation have been successfully achieved.
In all the three phases of teaching, a continuous process of;
a. Feedback – giving information as the three phases was appropriately done
and gave good results.
b. Reflection – process embedded in teaching where the teacher inquiries into
his or her actions and provides deep and critical thinking.
Good Teaching indicators are;
a. One that is well planned and where activities are interrelated to each other.
b. One that provides learning experiences or situations that will ensure
understanding, application and critical thinking.
c. Based on the theories of learning.
d. One where the learner is stimulated to think and reason.
e. Utilizes prior learning and its application to new situations.
f. Governed by democratic principles.
g. Embeds a sound evaluation process.

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COMPONENT 3- CURRICULUM EXPERIENCES

contents in order to produce an outcome. Whatever methods the teacher utilizes to

1. Teaching methods are means to achieve the end.

2. There is no single best teaching method.

3. Teaching methods should stimulate the learners desire to develop the

cognitive, affective, psychomotor, social and spiritual domain of the individual.

4. Learning styles of the students should be considered.

5. Flexibility should be a consideration in the use of the teaching methods.

6. Every method should lead to the development of the learning outcomes.

COMPONENT 4 – CURRICULUM EVALUATION

1. According to Worthen and Sanders (1987) all curricula to be effective must

of evaluation came up. The most widely used is Stufflebeam’s CIPP

(Context, Input, Product, Process)

where the curriculum is operating is its context. Simply put, context

evaluation refers to situation analysis.

what extent the curriculum objectives has been achieved.

TEACHING-LEARNING PROCESSES AND CURRRICULUM DEVELOPMENT

TEACHING AS PROCESS IN CURRICULUM

from PLANNING, IMPELEMENTING and EVALUATING. It looks similar to curriculum

In teaching, the PLANNING PHASE includes decision about;

a. The needs of the learners

b. The achievable goals and objectives to meet the needs

c. The selection of the content to be taught

e. The strategies most fit to carry out the goals

f. The evaluation process to measure learning outcomes

important players are involved;

implementation have been successfully achieved.

In all the three phases of teaching, a continuous process of;

a. Feedback – giving information as the three phases was appropriately done

and gave good results.

b. Reflection – process embedded in teaching where the teacher inquiries into

his or her actions and provides deep and critical thinking.

Good Teaching indicators are;

b. One that provides learning experiences or situations that will ensure

understanding, application and critical thinking.

c. Based on the theories of learning.

d. One where the learner is stimulated to think and reason.

e. Utilizes prior learning and its application to new situations.

f. Governed by democratic principles.

g. Embeds a sound evaluation process.

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