CHAPTER 4: CURRICULUM COMPONENTS AND

APPROACHES

MICHELLE PAMELA G. ANSAYAM

EDUC 322
(ADVANCED CURRICULUM DEVELOPMENT)
Instructor: DR. VIRGENCITA B. CARO
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u IMPORTANT TERMS u
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Curriculum • In formal education, a curriculum is the planned interaction
of pupils with instructional content, materials, resources, and
processes for evaluating the attainment of educational
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objectives (US National Library of Medicine).
• It refers to the knowledge, skills, attitudes and values which
learners are expected to acquire.
• It includes the learning specifications and standards or
learning aims, goals and objectives they are expected to meet
(Adsikalumbi, 2019).
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u IMPORTANT TERMS u
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m • They are the people who make curriculum pr
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Curriculum decisions. Various terms have been used to describe
them, such as, ‘curriculum planners’, ‘curriculum
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Developers designers’, ‘curriculum improvers’, and

‘curriculum developers’.
• They are the are persons charged with the
responsibility of planning, designing, and
producing the curriculum, whether it be in the form
of a brief document or an elaborate curriculum
package.
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u IMPORTANT TERMS u
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m • It is a generic term that subsumes a whole family of pr
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Curriculum concepts like ‘innovation, ‘development’ and
adoption.
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Change
• It includes changes that can be either planned or
unplanned (unintentional, spontaneous, or
accidental).
• It usually refers to written curriculum documents, but
it may also refer to practices or even beliefs.
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u IMPORTANT TERMS u
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m For teachers there are four core changes (Fullan, pr
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Curriculum 1989):
• form of regrouping or new grouping (structure)
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Change • new curriculum materials

• changes in some aspects of teaching –practices
(new activities, skills, behaviour)
• change in beliefs and understandings vis-à-vis
curriculum and learning
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u IMPORTANT TERMS u
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m • It includes changes that can be either planned or pr
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Innovation unplanned (unintentional, spontaneous, or
accidental).
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• Innovation in education is always seeking knowledge
that will support new and unique ideas in
instructional techniques that will reach the students
in more effective and exciting ways.
• Innovation is stepping outside of the box,
challenging our methods and strategies in order to
support the success of all students as well as
ourselves.
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u IMPORTANT TERMS u
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m • Diffusion is the passive, untargeted, unplanned, and pr
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Diffusion uncontrolled spread of new interventions.
• Diffusion can also be thought of as the overtime spread of a
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and new idea, practice, or program among the members of a
social system
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• Diffusion can occur as a result of purposive dissemination

Dissemination activity, though diffusion processes among social system
members often occur in the absence of purposive activity.
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u IMPORTANT TERMS u
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m • Designing for Dissemination and Implementation pr
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Diffusion refers to a set of processes that are considered and oa
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activities that are undertaken throughout the
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and planning, development, and evaluation of an
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intervention to increase its dissemination and

Dissemination implementation potential.
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u CURRICULUM MODELS u
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u CURRICULUM MODELS u
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Ralph Tyler oa
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Model: Four es

Basic Principles
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u CURRICULUM MODELS u
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m • This model is also known as Tyler’s pr
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Ralph Tyler Rationale where the curriculum
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Model: Four development model emphasizes the
planning phase.
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Basic Principles
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u CURRICULUM MODELS u
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Four principles:
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Ralph Tyler • purpose of the school
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Model: Four • educational experiences related to the es

purposes
Basic Principles • organization of the experiences
• evaluation of the experiences.
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u CURRICULUM MODELS u
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Hilda Taba oa
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Model: es

Grassroots
Approach
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u CURRICULUM MODELS u
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• It is a grassroots approach model where
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Hilda Taba teachers are believed to be participants
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Model: •
in developing a curriculum. es

As this approach reveals, the

Grassroots development should begin from the
bottom, rather than from the top as what
Approach Tyler proposed.
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u CURRICULUM MODELS u
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m Seven major steps in the linear model (Bilbao, et. al., 2015): pr
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Hilda Taba • diagnosis of learners’ needs and expectations of the
larger society
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Model: •
•
formulation of learning objectives
selection of learning contents
es

Grassroots •
•
organization of learning contents
selection of learning experiences
• organization of learning experiences
Approach • determination of what to evaluate and the means of
doing
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u CURRICULUM MODELS u
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Gaylen Saylor & oa
ch
nts William es

Alexander
Curriculum
Model
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u CURRICULUM MODELS u
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m Four Steps in the Model (Bilbao, et. al., 2015): pr
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Gaylen Saylor & • Determining the goals, objectives, and domains oa
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• Designing the curriculum after determining
nts William appropriate learning opportunities and how each
es
opportunity is provided.
Alexander • Implementing the curriculum where teachers prepare
instructional plans with specifications of instructional
Curriculum objectives and appropriate methods and strategies
• Evaluating the curriculum in a comprehensive way
Model involving the total educational program
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u CURRICULUM MODELS u
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Oliva Model of oa
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nts Curriculum es
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u CURRICULUM MODELS u
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m Needs taken into account: pr
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Oliva Model of • needs of the students
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•
needs of society
needs of students in the school
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• needs of the particular community

• needs of the subject matter
• needs to specify the curriculum goals of the school
• needs to state the philosophy and aims of
education
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u CURRICULUM MODELS u
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m Components: pr
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Oliva Model of •
•
philosophical formulation, target, mission and vision of the school
analysis of the needs of the community where the school is located
oa
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nts Curriculum •
•
general purpose and special purpose of the curriculum
organization of the design and implemention of the curriculum
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• Description of the curriculum in the form of the formulation of
general objectives and specific learning
• definition the learning strategy
• conduct of preliminary studies on possible strategies and
assessment techniques to be used
• Implementation of the learning strategy
• evaluation of learning, and evaluation of the curriculum
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u CURRICULUM DESIGNS u
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m • It focuses on the content of curriculum pr
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Subject-Centered • It corresponds mostly to the textbooks because these oa
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materials are usually written based on the specific
nts Design subject or course.
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• Most of the schools using this kind of structure and
curriculum design aim for excellence in specific
subject discipline content.
• It has also some variations which are focused on the
individual subject specific discipline, a combination
of subjects or disciplines, which are broad field or
interdisciplinary.
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u CURRICULUM DESIGNS u
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m • It stresses so much the content and forgets about pr
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Subject- student’s natural tendencies, interests, and experiences. oa
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• It is focused on specific knowledge learned through a
nts Centered Design method, which the scholars used to study for a specific
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content of their field.
• It is linked to separate subject design in order to
reduce fragmentation implying that subjects are related
to one another and still maintain their identity.
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u CURRICULUM DESIGNS u
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po Learner-Centered • It is a progressivist design where oa
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the learner is the center of the ch
nts Design es
educative process.
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u CURRICULUM DESIGNS u
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po Learner-Centered Examples of Learner-centered oa
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Curriculum Design: ch
nts Design • child-centered design attributed
es

to the influence of John Dewey,

Rouseau, Pestallozi, and Froebel
can be anchored on the needs
and interests of the child
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u CURRICULUM DESIGNS u
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po Learner-Centered Examples of Learner-centered oa
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Curriculum Design: ch
nts Design • experience-centered design which is similar to child-
es

centered design centers on the concept that the

learners’ needs and interests cannot be pre-planned,
instead, experiences of the learners become the
starting point of the curriculum, thus the school
environment is left open and free where learners are
made to choose from various activities that the
teacher provides
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u CURRICULUM DESIGNS u
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po Learner-Centered Examples of Learner-centered oa
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Curriculum Design: ch
nts Design • humanistic design as influenced by Abraham
es

Maslow and Carl Rogers where Maslow’s theory of

self-actualization explains that a person who
achieves this level as accepting of the self, others and
nature & Carl Rogers on the other hand, believed
that a person can enhance self-directed learning by
improving self-understanding, the basic attitudes to
guide behaviour.
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u CURRICULUM DESIGNS u
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m • It draws on social problems, needs, interests, and pr
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Problem-Centered abilities of the learners where various problems
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nts Design are given emphasis.
• Problems are those that center on life situations,
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contemporary life problems, areas of living and

many others.
• The central focus of the core design includes
needs, problems, and concerns of the learners.
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u DIMENSIONS OF CURRICULUM DESIGNS u
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po B.A.S.I.C. Principles of BASIC for content in the oa
ne curriculum (Palma, 1952): ch
nts es
• Balance
• Articulation
• Sequence
• Integration
• Continuity
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u DIMENSIONS OF CURRICULUM DESIGNS u
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po Balance Equitable assignment of content, time, oa
ne experiences and other elements to ch
nts es
establish balance in needed in curriculum
design. Too much or too little of these
elements may be disastrous to the
curriculum. Keeping the curriculum in
balance requires fine timing and review
for its effectiveness and relevance.
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u DIMENSIONS OF CURRICULUM DESIGNS u
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po Articulation This can be done either vertically or oa
ne horizontally. In vertical articulation, ch
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contents are arranged from level to level
or grade to grade so that the content in
the lower level is connected to the next
level. Horizontal articulation happens at
the same time like social studies in grade
six is related to science in grade six.
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u DIMENSIONS OF CURRICULUM DESIGNS u
m m
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m The four principles of sequence are simple to pr
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Sequence complex learning, pre-requisite learning, whole to
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nts part learning, and chronological learning. es
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u DIMENSIONS OF CURRICULUM DESIGNS u
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po Integration Since life is a series of emerging themes, oa
ne this is the essence of integration in the ch
nts es
curriculum design. Subject matter
content or disciplined content lines are
erased and isolation is eliminated.
Organization is drawn from the world
themes of real life concerns.
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u DIMENSIONS OF CURRICULUM DESIGNS u
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The content when viewed as a curriculum
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Continuity should continuously flow as it was before,
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nts to where it is now, and where it will be in es

the future. It should be perennial. It endures

time. Content may not be in the same form
and substance as seen in the past since
changes and developments in curriculum
occur.
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u FEATURES OF A CURRICULUM u
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m Quality education requires quality teachers. pr
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Who teaches? Good teachers bring a shining light unto the
oa
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nts (The Teacher) learning environment. They are ideal es
companions of the learners. These teachers
should be given support with their continuing
development in order to keep abreast with the
changing demands of a learning society.
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u FEATURES OF A CURRICULUM u
m m
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m The learners as the center stage in educative pr
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Who do teachers process are the most important factors in the
oa
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nts teach? learning environment. Teachers should es
understand and accept the learner’s diverse
(The Learners)
background. Considering the domain of
diversity of learners allows the individual
learner to develop multiple intelligences at their
own pace. Their needs should be addressed and
be met with learning opportunities and varied
experiences.
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u FEATURES OF A CURRICULUM u
m m
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m It should be remembered that what students learn pr
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What do teachers will be obsolete in ten years, and half of what they
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nts teach? need to know to succeed in work and in life has not
yet been fully developed and will have to be learned
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(Knowledge, Skills, as they go along. Calculators and typewrites are

Value) made obsolete by computers and the next generation
will see these being replaced and so, the value of the
educational process lies not just in what they will be
in continuing to learn after they leave school.
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u FEATURES OF A CURRICULUM u
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m There is no strategy that could work in a million of pr
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How do teachers different student background and characteristics.
oa
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nts teach? However, or teachers to teach effectively, they must
use appropriate methodologies, approaches, and
es

(Strategies & Methods) strategies. Teachers should select teaching methods,

learning activities and instructional materials or
resources appropriate to learners and aligned to
objectives of the lesson. Good teaches utilize
information derived from assessment to improve
teaching and learning and adopt a culture of
excellence.
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u FEATURES OF A CURRICULUM u
m m
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m It is necessary to find out if the objectives set pr
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How much of the were accomplished. In curriculum, we call this
oa
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nts teaching was the learning outcomes. These learning outcomes es
indicate the performance of the learners as a
learned? result of teaching. Performance is a feature of a
(Performance) curriculum that should be given emphasis. The
curriculum is deemed to be successful if the
performance of the learners is higher than the
target set.
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u FEATURES OF A CURRICULUM u
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m Teaching is a collaborative undertaking. While pr
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Who do teachers teachers are the focal point in the learning
oa
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nts teach with? process, they must draw upon the resources of es
their environment and of their partners to be
(Community Partners)
effective. Partnership is a means and not an end
to be pursued in itself. An absence of
partnership often means a poor definition of
education ends.
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u APPROACHES TO CURRICULUM DESIGN u
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m • It is objective, universal, and logical where pr
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Technical reality can be defined and represented in
oa
ch
nts Scientific symbolic form. es
• The aim of education can be made known
Approach and be addressed in a linear fashion where
subject matter is the focus.
• One approach that supports this overarching
theme is behavioural-rational approach.
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u APPROACHES TO CURRICULUM DESIGN u
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m Behavioural-rational approach, as preffered pr
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Technical Taba and Tyler, is defined as the why
oa
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nts Scientific (objectives), what (content), how (method), es
when (sequence), and how much (scope). It
Approach means ends approach, where curriculum is the
‘means’, instruction is the ‘end’.
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u APPROACHES TO CURRICULUM DESIGN u
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m • This approach is holistic. pr
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Non-Technical • It stresses subjectivity, personal, aesthetic
oa
ch
nts Scientific and transactional perspective. es
• The learner is given emphasis, not the
Approach content through activity oriented-approaches
to teaching and learning.
• The concept that not all ends of education
can be known in all cases is stressed.
• The learner is the focus.
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u APPROACHES TO CURRICULUM DESIGN u
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m • There are three approaches that supports this pr
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Non-Technical overarching approach: humanistic aesthetic
oa
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nts Scientific approach, reconceptualist approach, and es
reconstructism.
Approach
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u APPROACHES TO CURRICULUM DESIGN u
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m Humanistic aesthetic approach argues that pr
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Non-Technical those who favour the rational approach miss the
oa
ch
nts Scientific artistic and personal aspects of curriculum and es
instruction. It is rooted in progressive
Approach philosophy which promotes the liberation of
learners from authoritarian teachers. Aesthetic
approach promotes a curricular system that
deals with the art, beauty, and individual of the
world.
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u APPROACHES TO CURRICULUM DESIGN u
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m Reconceptualist Approach is more concerned pr
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Non-Technical with change and reform, stretching its
oa
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nts Scientific curriculum to include ideological issues while es
investigating and influencing social, economic,
Approach and political issues (Prezi, 2014). This approach
allows the subject to be incorporated with a
unique mode of thought and awareness that is
worthwhile for a person’s understanding of self
and human life.
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u APPROACHES TO CURRICULUM DESIGN u
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m Reconstuctionism is also known as social pr
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Non-Technical reconstructionism that claims to be the true
oa
ch
nts Scientific successor of progressivism and declares that the es
chief purpose of education is to “reconstruct”
Approach society in order to meet the cultural crisis
brought about by social, political, and economic
problems.
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u APPROACHES TO CURRICULUM DESIGN u
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m Systems-managerial approach considers pr
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Learning major connectedness of inputs, throughputs and
oa
ch
nts Experiences outputs that comprise the educational system es
emphasizing the managerial/leadership and
supervisory aspects of curriculum especially in
the implementation and organization process.
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u APPROACHES TO CURRICULUM DESIGN u
m m
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m Systems-managerial approach views pr
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Learning curriculum as the major system and the other
oa
ch
nts Experiences processes related to it such as supervision es
(motivation, leadership styles, communication
system, decision-making), instruction and
evaluation subsystem.
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u APPROACHES TO CURRICULUM DESIGN u
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m Intellectual academic approach identifies pr
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Learning three fundamental factors: the learner, the
oa
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nts Experiences society, and the organized subject matter. It es
advocates that these three factors should be
viewed as a whole and not isolated form one
another.
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