Behavioural approach

Curriculum Approaches-Behavioral approach

1. behavioural Approach D.KALAIVANI

2. Objectives The Prospective teacher educator able to , Defines approach Gives the meaning of curriculum approach. Classifies curriculum approaches Defines behavioural approach explains behavioural approach

3. What is an APPROACH? It is a way of dealing with something , a way of doing or thinking about something ( Merriam-Webster)

4. What is Curriculum approach? It is a way of dealing with a curriculum , a way of doing/creating/designing/Thinking about curriculum. Accordingly, curriculum approach refers to dealing with curriculum or thinking about curriculum.

5. What is Curriculum approach? An approach to curriculum shows the viewpoints of curriculum development and design, the role of the learners and teachers, as well as the curriculum specialists in the planning of the curriculum. It also includes the goals and objectives of the curriculum. It is an expression of developer’s view of reality, philosophy, psychology, social issues and the domain of knowledge.

6. What is Curriculum approach? It reflects the values deemed important and the amount of knowledge he or she possesses. There are also the strategies employed in organising curriculum content and learning activities that are presented to the learners.

7. curriculum approaches According to Marsh and Willis (1999) curriculum approaches are: different ways of thinking about curriculum and of connecting thought with practice, whether it have many beliefs and ideas that constitute any particular curriculum approach are made explicit or remain implicit.

8. curriculum approaches According to Ornstein and Hunkins (1993) the main curriculum approaches are the following : Behavioural Managerial Systems Academic Humanist Reconceptualist

9. The behavioural approach The behavioural approach is the oldest and still the reference approach to curriculum. ―Behaviourism is primarily concerned with observable and measurable aspects of human behaviour‖ ( Standridge , 2002)

10. The behavioural approach This approach is developed based on the principles of behaviourism of Frederick Taylor. His main aim was to improve efficiency. Behaviourism is concerned primarily with the observable and measurable aspects of human behaviour.

11. The behavioural approach Behaviourism is a teacher centered philosophy that is closely related to realism. This philosophy focuses on human behaviour as a reaction to external stimuli and believes that changing the environment can change misbehaviour. This approach is also based on the view that there is one right way, one truly that the student needs to learn and that knowledge is the same for all learners.

12. The behavioural approach The basic principles of behaviourism include the following. • Behaviour that is positively reinforced will reoccur; intermittent reinforcement is particularly effective • Information should be presented in small amounts so that responses can be reinforced (“shaping”)

13. The behavioural approach The basic principle of behaviourism is: Whatever can be known about human beings must come from an observation of behaviour, moreover, must be conducted according to the strict methods of scientific procedure that is used in the physical sciences. So, the behavioural approach is logical and prescriptive and grounded on technical and scientific principles.

14. The behavioural approach This approach is generally underpinned by a plan specifying goals and objectives, contents and sequenced, structured activities, methodologies, and learning outcomes with corresponding criteria and evaluation forms, taking into account the established curriculum goals and objectives. Thus, the behavioural approach covers the curriculum development in its wider sense.

15. The behavioural approach Behavioural approach believes that a learner starts out with a clean slate and behaviour is shaped by positive and negative reinforcement. The approach suggests that all students will learn knowledge in the same way. It typifies the classic model of the student as a passive vessel.

16. The behavioural approach Behavioural approach identifies the teacher as the expert. Teacher is the centre of teaching learning process. Teacher should always be positive and let any students know that they can do it, and can do it well. Teacher should encourage positive behaviour and correct wrong behaviour. The teacher employs external reinforcement to motivate and encourage students to reach the stated objectives.

17. The behavioural approach Reinforcement is the core of behavioural approach. Continuous reinforcement is useful when a behaviour is being introduced. Once a desired behaviour is established, intermittent reinforcement maintains the behaviour. Learning is broken into small steps so that a person can be successful. They advocate constant repetition of a task until a desired behaviour is adopted or changed.

18. Criticism the behavioural approach has the benefit of clarity and precision in the specification of outcomes, although it is also the object of criticism for this very reason. benefits of precise specification are only observable at the lowest level of learning where trivial skills, competencies or outcomes are concerned

19. Criticism The higher order tasks imply open-ended goals requiring the definition of a vast number of specific objectives, which is impracticable in the process of curriculum development.

20. Conclusion Thus, it is clear that behavioural approach needs to be updated and improved by applying it critically.