PARTIDO STATE UNIVERSITY

College of Education

Goa Camarines Sur

MID-TERM WRITTEN REPORT IN MS7ED (CURRICULUM DEVELOPMENT)

Name: Quennie N. Quiobe Professor: Dr. Ma. Cedocia N. OcoCourse/Yr. /Sec.: BSED 3A Date: August 13, 2012

CURRICULUM APPROACHESTopic

I. INTRODUCTION

Over the past millennia, our country’s educational system has

undergone many innovations and modifications to fit the new generation’s

trends and flairs. We have succumbed to the famous “out-with-the-old-in-

with-the-new” mentality. But all of these efforts are not for the sole purpose

of giving in to the caprices of today’s youngsters but instead, to boost our

educational system into a new level, to repaint or classroom activities with

something interacting and engaging, to realize a richer learning environment

and most of all to develop an individual that can be competitive in various

situations. But thinking about these changes in the curriculum, not much

information is given on what exactly are the things that are put into

consideration in deciding which has to be altered or revised. The educational

authorities seldom inform the public about the details that lead to the

decision of changing our curriculum, so it’s not surprising that many teachers

and students fall into confusion, I’m sure everyone could still remember

those UBD seminars that fell into oblivion when out of nowhere the sudden

implementation of the K-12 curriculum was made. So as enlightenment let us

try to dissect the significance of the different curriculum approaches that

greatly affects the evolution of our curriculum.

II. CONTENT

There are five curriculum approaches that are valued with great

importance in the teaching of curriculum development; however, it doesn’t

necessarily mean that clienteles of the curriculum are only entitled to use a

single approach, in fact, many curriculum practitioners and implementers

use one or more approaches in planning, implementing and evaluating the

curriculum, the same fact goes to textbook writers or instructional material

producers.

These curriculum approaches are: (1) Behavioral approach, which is

anchored on the behaviorist principles and is usually based on a blueprint

wherein this includes goals and objectives that are specified, contents and

activities are arranged matching the learning objectives, the learning

outcomes are evaluated basing from the goals and objectives set in the

beginning. The behavioral approach started on Frederick Taylor’s idea of

aiming to achieve efficiency. In education, it begins with educational plans

that start with setting goals or objectives, these factors are said to be the

main ingredients in curriculum implementation as evaluating the outcomes

as change in behavior, this changes in behavior become the measure of the

accomplishments. (2) Managerial approach, deciphers the role of

important curriculum personalities, the principal as the curriculum leader

and instructional leader who is supposed to be the general manager—setting

policies and priorities, establishes the direction of change, innovation,

planning and organization of curriculum and instruction; the school

administrators are focused on organization and implementation and on

improving the curriculum; the curriculum managers administer the resources

and restructure the schools; and the curriculum supervisors whose roles are

in line with education goals development, planning the curriculum with

teachers and students and other stakeholders, design programs of study,

plan the classes or school calendar and others. (3) Systems approach, that

is influenced by the system’s theory, wherein the approach that focuses on

the study and examination of parts in the total school district and its

relationship to one another. The organizational chart is a representation of a

systems approach. (4) Humanistic approach, this is where the holistic

development of an individual is of great importance, this is child centered

and is greatly influenced by the philosophies of progressivism. It considers

both formal and informal types of curriculum.

III. REACTION/COMMENT

As pre-service teachers, it is important that we have an idea on the

different aspects of the curriculum, the same goes with how it is important

for us to learn why a curriculum is changed. But what really is our

responsibility, is to know the approaches that are used in order to formulate

a new curriculum. So that when we are already in the field, we are not

ignorant on the important facts on why we are using this kind of curriculum.

Regarding the behavioral approach in curriculum, I would say that it is

very easy to understand, it’s because the main point of it actually pertains to

the specifics, like minimizing goals and objectives for the purpose of

attainment and also having the instructional experiences arranged in a

manner that coincides to the decided subject matter. This approach in

curriculum is also one that centers on the learner’s development. Taking into

consideration the planning of instruction, it is important that the activities we

are planning to give to our students must be interrelated, this means that

both instruction and presentation must answer to the demands of objectives;

furthermore, every curriculum practitioner should keep in mind that setting

the goals and objectives must be done at the beginning, it’s because these

will serve as your guide in the actual implementation of curriculum and the

basis of your evaluation. The best sign of a successful curriculum is one that

caters the changes in behavior.

On the managerial approach, the distinct role of the different

curriculum personalities like the principal, school administrators, curriculum

managers and curriculum supervisors are being emphasized. This approach

mainly explains that it is important that each individual involved in the

realization of the curriculum should know their functions and responsibilities;

it is to avoid role conflicts and for the curriculum to be effectively utilized.

The managerial approach explicates that that curriculum is being carried out

by a dynamic and efficient workforce.

The systems approach emphasizes that curriculum decisions are made

by the different divisions that contribute to the curriculum implementation.

Each division has its own concern as it is influenced by the system’s theory,

and since it focuses on the study and examination of parts in the total school

district and its relationship to one another. This leads to my impression that

although they are subdivided they are also connected into one another, this

means that one cannot function effectively if the other is missing. It is

important that these divisions are unified by the school administration.

Last but definitely not the least is the humanistic approach, as its root

suggests, this focus on the development of the learner in all aspects—the

totality of his being. I think this is the most visible in the K-12 curriculum,

because as its objectives implies, it targets the overall development of the

individual, from his linguistic competence to both interpersonal and

intrapersonal development, this is through the guide of both the formal and

informal curriculum.

As a conclusion, understanding the essence of these curriculum

approaches is vital to us future educators, since in the coming years we

would be the upcoming curriculum implementers and evaluators.

IV. REFERENCE

Curriculum Development by Purita Bilbao, et. al, Loremar Pub., 2008