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MODULE II
                                  CRAFTING THE CURRICULUM



   LESSON 3

Approaches to Curriculum Desig
                                   Tomasa C. Iringan, Ph.D




Prepared by:
           Cindy Leah A. Sorizo
The Six (6) Features of a Curriculum
 Who teaches? –The Teacher
 Who do the teachers teach? – The Learners
 What do the teachers teach? –
 Knowledge, Skills, Values
 How do teachers teach? –Strategies & Methods
 How much of the teaching was learned? –
 Performance
 With   whom do we teach? –Community Partners
Who teaches? –The Teacher
  Quality Education requires quality teachers.
  Good teachers bring a shining light into the
  learning environment. They are ideal companions
  of the learners. With the advances in
  communication technology, good teachers are
  needed to sort out the information from the data that
  surround the learners. Good teachers are needed to sort
  out the knowledge from the info. but even more important,
  excellent teachers are needed to sort the wisdom from the
  knowledge. Institutions are as good as its teachers.
Who do the teachers teach? –The Learners

 The learners are at the center stage in the
 educative process. They are the most important
 factors in the learning environment. There is no
 teaching without them. Hence, teachers should
 understand and accept the learner’s diverse
 background. Each one of them is unique
 individual.
 Considering the domain of diversity of learners
 will allow the individual learner to develop his
 multiple intelligences at his own pace.
What do the teachers teach? –Knowledge,
Skills, Values

  “To help the learners cope with rapid changes to
  understand and to succeed in the new work in the
  workplace, we must design a curriculum oriented to
  tomorrow.” It should be remembered that what students
  learn will be obsolete in ten years, and half of what they
  need to know to succeed in work and in life has not yet
  been fully developed and will have to be learned as they
  go along in the future.
  The learning episode influences the teaching-learning
  process. The teacher is expected to prepare his/syllabus
  or a course of study as his vehicle for instruction. There
  must be a balance of theory and practice.
How do teachers teach? –Strategies & Methods

  Researches show that there is no best strategy
 that could work in a million of different student
 background and characteristics. However, for
 teachers to teach effectively, they must use
 appropriate methodologies, approaches and
 strategies “capped with compassionate and
 winsome nature”. Teachers should select
 teaching methods, learning activities and
 instructional materials or resources appropriate
 to learners and aligned to objectives of the
 lesson.
How much of the teaching was learned? –
Performance

  When teachers teach, they formulate objectives to be
  accomplished by the learners. A curriculum should be
  clear at the beginning with what knowledge, skills and
  values should be developed by the learners
  At the end of the teaching act, it is necessary to find out
  if the objectives set were accomplished.
  Performance is a feature of a curriculum that should be
  given emphasis.
  However, if the performance of the learners is low then it
  follows that the curriculum has failed. A good curriculum
  is one that results in high or excellent performance
With whom do we teach? –Community Partners

 Teaching is a collaborative undertaking. While teachers
 are the focal point in the learning process, they must
 draw upon the resources of their environment and of
 their partners to be effective. Teachers must established
 relationship with parents, NGO’s and their takeholders.

 An absence of partnership often means a poor definition
 of education ends. However, as society changes,
 teachers will have a new beginning, an opportunity to
 recast their role in their communities, to change their
 attitude to their communities, to change the attitude of
 their communities and societies about them.
What do the teachers teach? –Knowledge,
Skills, Values

  “To help the learners cope with rapid changes to
  understand and to succeed in the new work in the
  workplace, we must design a curriculum oriented to
  tomorrow.” It should be remembered that what students
  learn will be obsolete in ten years, and half of what they
  need to know to succeed in work and in life has not yet
  been fully developed and will have to be learned as they
  go along in the future.
  The learning episode influences the teaching-learning
  process. The teacher is expected to prepare his/syllabus
  or a course of study as his vehicle for instruction. There
  must be a balance of theory and practice.
Approaches to Curriculum
                  Design
The common approaches to curriculum
design includes:

 Child or Learner-Centered
  Approach
 Subject-Centered Approach
 Problem-centered and human
  relation-centered approach
Child or Learner-Centered
                         Approach
 this approach to curriculum design
isbased on the underlying philosophy that
the child is the center of the educational
proces. It means that the curriculum is
constructed based on the needs, interest,
purposes and abilities of the learners. The
curriculum is also built upon the learner’s
knowledge, skills, learnings and potentials
From its design how should a child-centered be approached?
Let us consider these:
 1) a new respect for the child is
  fundamental.
 2) a new freedom of action is provided.
 3) the whole activity is divided into units of
  work.
 4) the recognition of the need for using
  and exploring many media for self-
  discovery and self-direction is embraced.
Subject-Centered
                           Approach
Anchored on the curriculum design
which prescribes different and separate
subjects into one broad field, this
approach considers the ff. :
 1) the primary focus is the subject matter.
 2) the emphasis is on bits and pieces of
  information which are detached from life.
 3) the continuing pursuit of learning
  outside the school is not emphasized.
  Learning should only take place inside the
  classroom.
 4) the subject matter serves as means of
  identifying problems in living.
Problem-centered and human
       relation-centered approach
  this approach is based on a curriculum
design which assumes that in the process
of living, children experience problems.
Thus, problem solving enables the
learners to become increasingly able to
achieve complete or total development as
individuals.
This approach is characterized by the ff. views and
beliefs:
 1) the learners are capable of directing and
  guiding themselves in resolving problems, thus
  they become independent learners.
 2) the learners are prepared to assume their
  civic responsibilities through direct participation
  and different activities.
 3) the curriculum leads the learners in the
  recognition of concerns and problems and in
  seeking solutions. The learners are consideres
  problem solvers.
-END-

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Approaches to curriculum design

  • 1. MODULE II CRAFTING THE CURRICULUM LESSON 3 Approaches to Curriculum Desig Tomasa C. Iringan, Ph.D Prepared by: Cindy Leah A. Sorizo
  • 2. The Six (6) Features of a Curriculum  Who teaches? –The Teacher  Who do the teachers teach? – The Learners  What do the teachers teach? – Knowledge, Skills, Values  How do teachers teach? –Strategies & Methods  How much of the teaching was learned? – Performance  With whom do we teach? –Community Partners
  • 3. Who teaches? –The Teacher Quality Education requires quality teachers. Good teachers bring a shining light into the learning environment. They are ideal companions of the learners. With the advances in communication technology, good teachers are needed to sort out the information from the data that surround the learners. Good teachers are needed to sort out the knowledge from the info. but even more important, excellent teachers are needed to sort the wisdom from the knowledge. Institutions are as good as its teachers.
  • 4. Who do the teachers teach? –The Learners The learners are at the center stage in the educative process. They are the most important factors in the learning environment. There is no teaching without them. Hence, teachers should understand and accept the learner’s diverse background. Each one of them is unique individual. Considering the domain of diversity of learners will allow the individual learner to develop his multiple intelligences at his own pace.
  • 5. What do the teachers teach? –Knowledge, Skills, Values “To help the learners cope with rapid changes to understand and to succeed in the new work in the workplace, we must design a curriculum oriented to tomorrow.” It should be remembered that what students learn will be obsolete in ten years, and half of what they need to know to succeed in work and in life has not yet been fully developed and will have to be learned as they go along in the future. The learning episode influences the teaching-learning process. The teacher is expected to prepare his/syllabus or a course of study as his vehicle for instruction. There must be a balance of theory and practice.
  • 6. How do teachers teach? –Strategies & Methods Researches show that there is no best strategy that could work in a million of different student background and characteristics. However, for teachers to teach effectively, they must use appropriate methodologies, approaches and strategies “capped with compassionate and winsome nature”. Teachers should select teaching methods, learning activities and instructional materials or resources appropriate to learners and aligned to objectives of the lesson.
  • 7. How much of the teaching was learned? – Performance When teachers teach, they formulate objectives to be accomplished by the learners. A curriculum should be clear at the beginning with what knowledge, skills and values should be developed by the learners At the end of the teaching act, it is necessary to find out if the objectives set were accomplished. Performance is a feature of a curriculum that should be given emphasis. However, if the performance of the learners is low then it follows that the curriculum has failed. A good curriculum is one that results in high or excellent performance
  • 8. With whom do we teach? –Community Partners Teaching is a collaborative undertaking. While teachers are the focal point in the learning process, they must draw upon the resources of their environment and of their partners to be effective. Teachers must established relationship with parents, NGO’s and their takeholders. An absence of partnership often means a poor definition of education ends. However, as society changes, teachers will have a new beginning, an opportunity to recast their role in their communities, to change their attitude to their communities, to change the attitude of their communities and societies about them.
  • 9. What do the teachers teach? –Knowledge, Skills, Values “To help the learners cope with rapid changes to understand and to succeed in the new work in the workplace, we must design a curriculum oriented to tomorrow.” It should be remembered that what students learn will be obsolete in ten years, and half of what they need to know to succeed in work and in life has not yet been fully developed and will have to be learned as they go along in the future. The learning episode influences the teaching-learning process. The teacher is expected to prepare his/syllabus or a course of study as his vehicle for instruction. There must be a balance of theory and practice.
  • 11. The common approaches to curriculum design includes:  Child or Learner-Centered Approach  Subject-Centered Approach  Problem-centered and human relation-centered approach
  • 12. Child or Learner-Centered Approach  this approach to curriculum design isbased on the underlying philosophy that the child is the center of the educational proces. It means that the curriculum is constructed based on the needs, interest, purposes and abilities of the learners. The curriculum is also built upon the learner’s knowledge, skills, learnings and potentials
  • 13. From its design how should a child-centered be approached? Let us consider these:  1) a new respect for the child is fundamental.  2) a new freedom of action is provided.  3) the whole activity is divided into units of work.  4) the recognition of the need for using and exploring many media for self- discovery and self-direction is embraced.
  • 14. Subject-Centered Approach Anchored on the curriculum design which prescribes different and separate subjects into one broad field, this approach considers the ff. :
  • 15.  1) the primary focus is the subject matter.  2) the emphasis is on bits and pieces of information which are detached from life.  3) the continuing pursuit of learning outside the school is not emphasized. Learning should only take place inside the classroom.  4) the subject matter serves as means of identifying problems in living.
  • 16. Problem-centered and human relation-centered approach  this approach is based on a curriculum design which assumes that in the process of living, children experience problems. Thus, problem solving enables the learners to become increasingly able to achieve complete or total development as individuals.
  • 17. This approach is characterized by the ff. views and beliefs:  1) the learners are capable of directing and guiding themselves in resolving problems, thus they become independent learners.  2) the learners are prepared to assume their civic responsibilities through direct participation and different activities.  3) the curriculum leads the learners in the recognition of concerns and problems and in seeking solutions. The learners are consideres problem solvers.
  • 18. -END-