Approaches to the School Curriculum PDF

Approache s to the School Curriculu m Learning Outcomes At the end of the session, the students can: 1. describe the different approaches to school curriculum through discussion; 2. cite examples in a matrix of curriculum content, process, and product correctly; and 3. infer on the...

Approache s to the School Curriculu m Learning Outcomes At the end of the session, the students can: 1. describe the different approaches to school curriculum through discussion; 2. cite examples in a matrix of curriculum content, process, and product correctly; and 3. infer on the implications of approaching the curriculum as a content, process, & product to their work as a teacher & curricularist through recitation.  Three Ways of Approaching a Curriculum Proce Prod Content ss uct What to How to What teach teach will be achieve Three Ways of Approaching a Curriculum Process Product The body of knowledge Conte to be transmitted: nt Facts Concepts Principles Laws Procedures Information Curriculum as Topic Outline Content Subject Matter Concepts Criteria in the Ways of Selection of Content: Presentation in the 1.Significance curriculum: 2.Validity 3.Utility Topical Approach 4.Learnability Concept Approach 5.Feasibility Thematic 6.Interest Approach Modular Approach Curriculum as Fundamental Content Principles for Curriculum Contents Guide in the BA S I C S: Balance Selection of Articulation the Content Sequence in the Integration Curriculum Continuity What should Scope you consider?  Content Curriculum as BALANCE  Equitable assignment of content, time, experiences and other elements  Too much or too little of these elements maybe disastrous to the curriculum  Keeping the curriculum “in balance” requires continuous fine tuning and  Content Curriculum as ARTICULATION  This can be done either vertically or horizontally.  In vertical articulation, contents are arranged from level to level.  Horizontal articulation happens when the association is among or between elements that happen at the same time like social studies in grade six is related to science in grade six.  Content Curriculum as SEQUENCE A vertical relationship among the elements of the curriculum provides the sequence. May be arranged in hierarchical manner based on: 1. logic of the subject matter or on developmental patterns of growth of the cognitive, affective and  Curriculum Four principles of Sequence as Content SEQUENCE 1.Simple to complex- from easy to difficult, concrete to abstract, simple to complex 2.Prerequisite learning- there are fundamental things to be learned; e.g. addition before multiplication  Curriculum as Content SEQUENCE 3. Whole to part learning—the overview before the specific content or topics 4. Chronological learning—according to order to events; time is the factor to consider. Arrangement is from the most recent to the distant past Major principles for Curriculum as organizing content Content in units: SEQUENCE 1.World –related sequence 2.Concept-related sequence 3.Inquiry-related sequence 4.Learning-related sequence  Curriculum 1. World-related as sequence Content SEQUENCE a.Space—contents/topics are arranged from closest to farthest; bottom to top; or east to west b.Time – based from the earliest to the more recent c. Physical attributes—refers to the physical characteristics of the phenomena such as age, shape, size, brightness, & others  Curriculum 2. Concept-related as sequence Content SEQUENCE a.Class relations– class concept refers to the group or set of things that share common practices or characteristics. Teach the characteristics of a class before the characteristics of the members of a class b.Propositional relations—evidence is  Curriculum 3. Inquiry-related as sequence Content SEQUENCE This is based on the scientific method of inquiry Based on the process of generating, discovering, and verifying knowledge, content & experiences are sequenced logically and methodically  Curriculum 4. Learning-related as sequence Content SEQUENCE a.empirical prerequisites—a prerequisite is required before learning the next level; teach catching and throwing the ball before batting. b.Familiarity– prior learning is important; what is familiar should be taken up before the unfamiliar  Curriculum as Content c. difficulty– easy content is SEQUENCE taken ahead than the difficult one d. interest– use contents and experiences to whet the appetite for learning  Content Curriculum as INTEGRATION  “ Everything is integrated and interconnected. Life is a series of emerging theme.”  Subject matter content or disciplined content lines are erased and isolation is eliminated.  Content Curriculum as CONTINUITY  Vertical repetition and recurring appearances of the content provide continuity in the curriculum  This process enables the learner to strengthen the permanency of learning and development of skills Example: the concept of living things in science which continuously recurs in  Content Curriculum as SCOPE  The coverage, the depth and breadth of these contents  Coverage is not too much nor too minimal  May be divided into chunks: units, sub-units, chapters, sub-chapters  Division may be deductive or inductive Curriculum as a Learning Activities Process Interactions Teacher’s methods, Instruction strategies, Implementatio techniques, n questions Pedagogical Content Scheme in Knowledge (PCK) – is Teaching the interaction With emphasis between the content of the context and process in which it Curriculum as a ASSIGNEMNT Process NO. 2 What are the guiding principles when the curriculum is approached Curriculum as a Products of Product Learning are operationalized as: Achieved Knowledge Skills Learning Values Outcomes Significant changes in the Should be EVIDENT student’s or pattern of DEMONSTRAT What are the implications of approaching the curriculum as a content, process, & product to your work as a teacher & curricularist ? What are the implications of approaching the curriculum as a content, process, & product to your work as a teacher & curricularist ? KEY: What should you remember in: writing your learning objectives? organizing your lesson plan? Reference: Bilbao, P. P., et. al. (2020). The Teacher and the School Curriculum. Quezon City: Lorimar Publishing, Inc.