Component 3 – Curriculum Experiences • Teaching methods are means to achieve the end. • There is no single best teaching method. • Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.
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Component 3 – Curriculum Experiences
• Teaching methods are means to achieve the end.
• There is no single best teaching method.
• Teaching methods should stimulate the learners desire to develop the cognitive, affective, psychomotor, social and spiritual domain of the individual.
Component 3 – Curriculum Experiences
• Learning styles of the students should be considered.
• Every method should lead to the development of the learning outcomes.
• Flexibility should be a consideration in the use of the teaching methods.
Component 4 – Curriculum Evaluation
• Worthen and Sanders (1987)- all curricula to be effective must have the element of evaluation.- Curriculum evaluation refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum.
Component 4 – Curriculum Evaluation
• Tuckman (1985)- defines evaluation as meeting the goals and matching them with the intended outcomes.
Stufflebeam’s CIPP (Content,Input,Product,Process)
Model
• Context refers to the environment of the curriculum.
• Input refers to the ingredients of the curriculum.
• Process refers to the ways and means of how the curriculum has been implemented.
• Product indicates if the curriculum accomplishes its goals.
Steps in Curriculum the Evaluation
1. Focus on one particular component of the curriculum.
2. Collect or gather the information.3. Organize the information.4. Analyze information.5. Report the information.6. Recycle the information for
continuous feedback, modification and adjustments to be made.
Interrelationship of the Components of a Curriculum
CURRICULUM APPROACHES
Behavioral Approach
• Based on a blueprint• The learning outcomes are
evaluated in terms of goals and objectives set at the beginning.
• Aimed to achieve efficiency.• The change in behavior indicates
the measure of the accomplishments.
Managerial Approach
• School administrators are less concerned about the content than about organization and implementation.
• Curriculum managers look at curriculum changes and innovations as they administer the resources and restructure the schools.
Roles of the Curriculum Supervisors (Ornstein and Hunkins, 2004)
• Help develop the school's education goals.
• Plan curriculum with students, parents, teachers, and other stakeholders,
• Design programs of study by grade levels.
• Plan or schedule classes or school calendar.
• Prepare curriculum grades or teacher guides by grade level or subject area.
• Help in the evaluation and selection of textbooks.
• Observe teachers• Assist teachers in the
implementation of the curriculum• Encourage curriculum innovation
and change.• Develop standards for curriculum
and instructional evaluation.
Systems Approach
• The parts of the total school district or school are examined in terms of how they relate to each other.
• To George Beauchamp, the systems theory of education see the following to be of equal importance are (1) administration (2) counseling (3) curriculum (4) instruction and (5) evaluation.
Humanistic Approach
• Considers the formal or planned curriculum and the informal or hidden curriculum.
• The learner is at the center of the curriculum.
Prepared by:Maria Angela L. Diopol
Curriculum Development Prof. Josephine Resquir