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MODULE 2- Lesson 2.2

The Teacher and the School Curriculum

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Klei Salatera Plat
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6 views

MODULE 2- Lesson 2.2

The Teacher and the School Curriculum

Uploaded by

Klei Salatera Plat
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Lesson 2.

2
Approaches to
the School
Curriculum
Baby Jean M.
Discussant
Armenton
Desired Learning
Outcomes
DESCRIBE THE DIFFERENT APPOACHES TO
SCHOOL CURRICULUM

EXPLAIN BY EXAMPLES HOW THE APPROACHES


CLARIFY THE DEFINITION OF CURRICULUM

REFLECT ON HOW THE THREE APPOACHES


INTERRELATE WITH EACH OTHER
Three Ways of Approaching a
Curriculum
Curriculum can be approached or seen in
three ways

Conten Outcom
t Process e
1.Curriculum as a Content or Body of
Knowledge
• Teaching approach that focuses on
transferring knowledge to students
through teaching methods and
selecting relevant content.
Four Ways of presenting the content in
the curriculum
1.Topical Approach- where much content is
based on knowledge and experience.
2.Concept Approach- focuses on big ideas
and concepts that connect different
subjects.
Four Ways of presenting the content in
the curriculum
3. Thematic Approach- organizes lessons
around a central theme or topic that spans
multiple learning areas.
4. Modular Approach- divides a curriculum
into smaller, independent units called modules.
Criteria in the Selection of Content
• There are some suggested criteria in the
selection of knowledge or subject matter
(Scheffer, 1970 in Bilbao, et al 2015).

1.Significance- Content should contribute to


ideas, concepts, principles, and generalization
that attain the overall purpose of the
curriculum.
Criteria in the Selection of Content

2. Validity- The authenticity of the subject matter


forms its validity.
3. Utility- Usefulness of the content in the
curriculum is relative to the learners who are going
to use.
4. Learnability- The complexity of the content
should be within the range of experience of the
learners.
Criteria in the Selection of Content

5. Feasibility- consideration of whether the


content can be learned within the available time
and resources, and if the teachers have the
expertise to teach it.
6. Interest- it's a powerful motivator that can
energize learning and guide academic success.
Guide in the Selection of the
Content in the Curruculum

01 Commonly used in the daily life.

Appropriate to the maturity levels


02 and abilities of the learners.
Guide in the Selection of the
Content in the Curruculum
Valuable in meeting the needs and
03 competencies of the future career.

Related to other subject fields or


04 disciplines for complementation and
integration
Important in the transfer of learning
05 to other discipline.
Fundamental Principles for
Curriculum Contents
HUNKINS AND
PALMA, 1952 ORNSTEIN, 2018

Proposed that the


Added the
concepts in the
important
curriculum should
element which is
be guided by
SCOPE, from
Balance,
BASIC to BASICS.
Articulation,
Sequence and
Balance- Content should be fairly
01 distributed in depth and breadth.

Articulation- the coordination of


02 lesson plans across classes and grades
to ensure a logical progression of
subject matter.

Sequence- the order in which skills


03 are taught in a curriculum.
Integration- connects different areas of
04 study to help students understand key
ideas.
Continuity- ensures that learning is
05 constantly repeated, reviewed, and
reinforced.

06 Scope- the breadth and depth of the areas


of development that a curriculum
addresses.
2. Curriculum as a Process
• Scheme about the practice of teaching

Word that connotes curriculum as a Process:


• Problem-Based • Cooperative Learning
• Hands-on, Minds-on • Online
• Blended Curriculum • Case-Based
Guiding Principles when
approached as PROCESS are
presented:
Curriculum process in the form of
01 teaching methods or strategies are
means to achieve the end.

There is no single best process or


02 methods.
Learners desire to develop cognitive,
03 affective, and psychomotor domains.

Every methods process should result to


04 cognitive, affective, psychomotor.

Teaching and Learning should be


05 considered.
Flexibility in the use of process should be
06 considered. An effective process will
always result to learning outcomes.

Both teaching and learning are the two


07 important processes in implementation of
the curriculum.
3. Curriculum as a Product

• The tangible outcome of the curriculum


development process, such as lesson plans,
assessments, and textbooks.
Thank You

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