CURRICULUM COMPONENTS and APPROACHESCURRICULUM MODELS AND DESIGNSTABA A simplified representation of reality which is often depicted in diagrammatic formTYLER Deals with evaluating the effectiveness of planning and action Curriculum should be evaluated in relation to its pre-specified set of objectives Requires an objective-based curriculum model Evaluation measures fit between student performance and objectivesSAYLOR, LEWIS AND ALEXANDER Begin by setting educational goals and specific objectives that they wish to accomplish Classfied sets of broad goals inot four domains. Under which learning experiences they take place; Personal development Social Competence Continued Learning Skills SpecializationOLIVA (Oliva Curriculum Development Model) A model should be simple, comprehensive and systematic Composed of 12 components namely;APPROACHES TO CURRICULUM DESIGNSix Features of a Curriculum The Teacher The Learners The Knowledge, Skills and Values Strategies and Methods Performance Community PartnersChild or Learner-CenteredApproach This approach to curriculum design is based on the underlying philosophy that the child is the center of the educational process. It means that the curriculum is constructed based on the needs, interests, purposes and abilities of the learners.Subject- CenteredApproach Anchored to the curriculum design which prescribes different and separate subjects into one broad field.Problem- CenteredApproach This approach is based on a curriculum design which assumes that in the process of living, children experience problems.ELEMENTS/COMPONENTSOF CURRICULUMCURRICULUM AIMS, GOALS AND OBJECTIVESEducational ObjectivesBenjamin Bloom and Robert Magerdefined educational objectives in two ways: Explicit formulations of the ways in which students are expected to be changed by the educative process, and Intent communicated by statement describing a proposed change in learners.Three Big Domains of Objectives(Bloom and his associates) Cognitive Affective PsychomotorAffective Domain (Krathwohl, 1964) Domain of valuing, attitude and appreciationPsychomotor Domain (Simpson, 1972)Domain of the use of psychomotor attributesCURRICULUM 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. Examples of Subject matter or learning content Communication Arts- include skills in listening, speaking, reading and writing as well as the effective use of language in daily living. Mathematics- includes numeric and computational skills, geometry and measurement, algebra, logic and reasoning. Science- includes all branches of natural sciences, exploration and discovery dealing with natural phenomena and scientific method of investigation. 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.SignificanceValidityInterestUtility LearnabilityFeasibilityCURRICULUM EXPERIENCESThe 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 Curriculum1. 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.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.Stufflebeams CIPP ( Content, Input, Product, Process) Modelprocess is continuousvery important to curriculum managers like principals, supervisors, department head, deans and even teachers. Context Refers to environment of the curriculum. 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.Process Refers to the ways and means of how the curriculum has been implemented.Product 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 Evaluation1. Focus on one particular component of the curriculum2. Collect or gather the information3. Organize the information4. Analyze information5. Report the information6. Recycle the information for continuous feedback, modification and adjustments to be made.AIMS OBJECTIVESCONTENT/SUBJECT MATTERMATERIAL/STRATEGIESEVALUATIONCURRICULUM APPROACHESBehavioral Approach Anchored on the behaviorist principles, behavioralapproach 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 1950s and 1960s. The general manager setsthe policies and priorities, establishes the direction of change and innovation, and planning and organizing curriculum and instruction.Roles of Curriculum Supervisors1. Help develop the schools 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 textbooks7. 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) counselling (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 DesignSubject- Centered Design Model This model focuses on the content of the curriculum. Henry Morrison and William Harris are few curricularistswho were firm believers of this design. Examples are : (a) subject design (b) discipline design (c) correlation design (d) broad field design/ interdisciplinary (a) Subject Design is the oldest and so far the most familiar design for teachers, parents and other laymen. (b) Discipline Design This design is related to subject design however it focuses only on the cluster of content, discipline design focuses on academic disciplines. ( C ) Correlation Design This comes from a core, correlated curriculum design that links separate subject design in order to reduce fragmentation (d) Broadfield Design/ Interdisciplinary- variation of the subject-centered designLearner 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 (a) Child Centered Design Attributed to the influence of John Dewey, Rouseau. Pestallozi and Froebel (b) Experience Centered Design Believes that the interests and needs of learners cannot be pre-planned (c) Humanistic Design A design made by Abraham Maslow and Carl Rogers.Problem-centered DesignThis design draws on social problem, needs, interests and abilities of the learners Examples are : (a) life situations design(b) core design (a) Life situations Design The contents are organize in ways that allow students to clearly view problem areas clearly (b) Core Design It centers on general education and the problems are based on common human activities. Popularized by Faunce and Bossing in 1959How to proceed following a core design of a curriculum1. The problem is selected by either the teacher or students.2. A group concensus is made to identify the important problems and interest of the class.3. Problems are selected on the basis of developed criteria for selection4. The problem is clearly stated and defined.5. Areas of study are decided, including dividing the class by individual or group interests.6. Need information is listed and discussed.7. Resources obtaining information are listed and discussed.8. Information is obtained and organized.9. Information is analyzed and interpreted.10. Tentative conclusions are stated and tested11. A report presented to the class on an individual or group basis.12. Conclusions are evaluated.13. New avenues of exploration toward further problem solving are examined.Children must be taught how to think, not what to think.MARGARET MEAD#TeamUbihan