Group_I_Powerpoint_Presentation_(ED214).pptx

Approaches to school curriculum

1. GROUP I PRESENTATION APPROACHES TO SCHOOL CURRICULUM Sub-topics: Ways of Approaching a Curriculum Criteria in the Selection of Content Basic Principles of Curriculum Content Curriculum Development: Processes and Models Foundations of Curriculum Development (Philosophical, Historical, Psychological and Social Foundations)

2. Group I Ms. Abrina, Jenelyn A. - 1 st Presenter Ms. Abrina, Rose Marie P. - 2 nd Presenter Ms. Abrea, Kathlen G. - 3 rd Presenter Ms. Bajen, Clarissa Mae A. - 4 th Presenter Ms. Cabiguen, Ayen F. - 5 th Presenter Ms. Abreu, Rhodalyn R. - 6 th Presenter Ms. Mupal, Agnes T. - 7 th Presenter Ms. Bacomo, Cristy Loren S. - Maker of Handouts Mr. Abrina, Rhyan B. - Power Point Sharer Mr. Garcellano, Anthony M. - Power Point Sharer

3. The presenter Ms. Kathlen Gabuco Abrea Ms. Rosemarie Pajares Abrina

4. CURRICULUM DEVELOPMENT: Processes and Models

5. What is curriculum? Curriculum is a dynamic process. In curriculum development, there are always changes that occur that are intended for improvement. To do this, there are models presented to us from well-known curricularist like Ralph Tyler, Hilda Taba , Galen Saylor and Willian Alexander which would help clarify the process of curriculum development. There are many other models, but let us use the three for this lesson.

6. Curriculum development process Curriculum is a dynamic process involving many different people and procedures. Development connotes changes for the better means alteration, modification, or improvement of existing condition. To produce positive changes, development should be purposeful, planned and progressive. Usually it is linear and follows a logical step by step fashion involving the following phases: CURRICULUM PLANNING, CURRICULUM DESIGN, CURRICULUM IMPLEMENTATION AND CURRICULUM EVALUATION.

7. CURRICULUM DEVELOPMENT PROCESS systematically organizes what will be taught, who will be taught, and how it will be taught. Each component affects and interacts with other components.

8. FOUR (4) PHASES: CURRICULUM PLANNING CURRICULUM DESIGN CURRICULUM EVALUATION CURRICULUM IMPLEMENTATION

9. Considers the school vision. Mission and goals. It also includes the philosophy of strong education belief of the school. All of these will eventually be translated to classroom desired learning outcomes for the learners. CURRICULUM PLANNING

10. Is the way curriculum conceptualized to include the selection and organization of the content, the selection and organization of learning experiences or activities and the selection of the assessment procedure and tools to measure achieved learning outcomes. A curriculum design will also include the resources to be utilized and the statement of the intended learning outcomes. CURRICULUM DESIGN

11. Is putting into action the plan which is based on the curriculum design in the classroom setting or the learning environment. The teacher is the facilitator of learning and together with the learners, uses the curriculum as design guides to what will transpire in the classroom with the end in view of achieving the intended learning outcomes. Implementing the curriculum where action takes place. It involves the activities that transpire in every teacher’s classroom where learning becomes an active process . CURRICULUM implementing

12. It determines the extent to which the desired outcomes have been achived . This procedure is on- going as in finding out the progress of learning (formative) or the mastery of learning (summative). Along the way, evaluation will determine the factors that have hindered or supported the implementation. It will also pinpoint where improvement can be made and corrective measures, introduced. The result of evaluation is very important for decision making of curriculum planners and implementers. CURRICULUM EVALUATION

13. CURRICULUM DEVELOPMENT PROCESS MODEL

14. GALEN SAYLOR HILDA TABLA RALPH TYLER WILLIAM ALEXANDER

15. CURRICULUM DEVELOPMENT PROCESS MODEL

16. WHO IS RALPH TYLER? Ralph W. Tyler (1902-1994) was an American educator who worked in the field of assessment and evaluation. He served on or advised a number of bodies that set guidelines for the expenditure of federal funds and influenced the underlying policy of the elementary and secondary education act of 1965 Tyler chaired the committee that eventually developed the National Assessment of Educational Progress (NAEP). He has been called by some as “the father of educational evaluation and assessment”.

17. RALPH TYLER MODEL: FOUR BASIC PRINCIPLES Also known as Tyler’s Rationale, the curriculum development model emphasizes the planning phase. This is presented in his book Basic Principles of Curriculum and Instruction. He posited four fundamental principles which are illustrated as answers to the following questions:

18. 1. What Education purposes should schools seek to attain? 2. What educational experiences can be provided that are likely to attain these purposes? 3. How can these educational experiences be effectively organized? 4. How can we determine whether these purposes are being attained or not?

19. Tyler’s model shows that in curriculum development, the following considerations should be made: Purposes of the school. Educational experiences related to the purposes. Organization of the experiences. Evaluation of the experience.

20. Who is hilda taba ? Hilda Taba (7 December 1902 in Kooraste , Estonia- 6 July 1967 in San Francisco, California) was an architect, a curriculum theorist,a curriculum reformer, and a teacher educator. She attended school at Kanepi Parish School and earned her undergraduate degree in English and Philosophy at Tartu University.

21. She earned her Master’s Degree at Bryn Mawr College in Pennsylvania. She attended Teachers College at Columbia University. She became curriculum director at the Dalton School in New York City.

22. HILDA TABA MODEL: GRASSROOTS APPROACH Hilda Taba impowered on Tyler’s model. She believed that teachers should participate in developing a curriculum. As a grassroot approach Taba begins from the bottom, rather than from the top as what Tyler proposed. She presented seven major steps to her linear model which are the following:

23. Major steps of hilda taba 1. Diagnosis of learner’s needs and expectations of the larger society. 2. Formulation of learning objectives 3. Selection of learning contents 4. Organization of learning contents 5. Selection of learning experiences 6. Determination of what to evaluate and the means of doing it. 7. Evaluation of whether the objectives are met.

24. Who is galen saylor ? John Galen Saylor (1902-1998). Graduated from Carleton High School. A teacher, administrator, and professor of secondary education. John was an authority on curriculum, supported a program of national assessment but opposed national testing. He was an author or co- author of more than a dozen books.

25. Who is William alexander? William M. Alexander (1912-!996). Earn a bachelor’s degree in 1934 from Bethel College in McKenzie. He earned a master’s degree in education in 1936 from what is now the Peabody College for Teachers, a unit of Vanderbilt University, and a doctorate in 1940 from Columbia Teachers College. He wrote more than 250 books and articles in his field over the years.

26. Galen saylor and William alexander model Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of four steps. Curriculum is “a plan for providing sets of learning opportunities to achieve broad educational goals and related specific objectives for an identifiable population served by a single school center.

27. The four steps of curriculum development according to saylor and alexander are the following: 1. Goals, Objectives and Domains 2. Curriculum Designing 3. Curriculum Implementing 4. Evaluation

28. Goals, Objectives and Domains Curriculum planners begin by specifying the major educational goals and specific objectives they wish to accomplish. Each major goal represents a curriculum domain: personal development, human relations, continued learning skills and specialization. These are identified and chosen based on research findings, accreditation standards, and views of the different stakeholders.

29. Curriculum designing Once the goals, objectives and domains have been established, planners move into the process of designing the curriculum. Here decision is made on the appropriate learning opportunities for each domain and how and when these opportunities will be provided. Will the curriculum be designed along the lines of academic disciplines, or according to student needs and interests or along themes? There are some of the questions that need to be answered at this stage of the development process.

30. Curriculum Implementing After the designs have been created the next step is implementation of the designs by teachers. Based on the design of the curriculum plan, teachers would specify instructional objectives and then select relevant teaching methods and strategies to achieve the desired learning outcomes among students in the classrooms.

31. Curriculum Evaluation Finally, curriculum planner and teachers engage in evaluation . The model proposed that evaluation should be comprehensive using a variety of evaluation techniques. Eval uation should involve the total educational program of the school and the curriculum plan, the effectiveness of instruction and the achievements of students . Through the evaluation process, curriculum planner and developers can determine whether or nor the goals of the school and the objectives of instruction have been met..

32. Thank you so much for listening 

33. PHILOSOPHICAL FOUNDATIONS It helps answering what schools are for, what subjects are important, how students should learn and what materials and methods should be used.

34. HISTORICAL FOUNDATIONS The Historical Development shows the different changes in the purposes, principles and content of the curriculum.

35. Psychology provides a basis for the teaching and learning process. PSYCHOLOGICAL FOUNDATIONS

36. Behaviorist Psychology Learning should be organized in order that students can experience success in the process of mastering the subject matter.

37. Cognitive Psychology Learning constitutes a logical method for organizing and interpreting learning.

38. Humanistic Psychology Curriculum is concerned with the process not the products; personal needs not subject matter; psychological meaning and environmental situations.

39. Societal culture affects and shapes the schools and their curricula. SOCIAL FOUNDATIONS

40. Schools are not the only institution that educate the society.

41. Schools curricula should address diversity, explosion of knowledge, school reforms and education for all.

42. Curricula should preserve the culture of the society and its aspirations.

43. Society should also imbibe the changes brought about by the formal institutions called schools.