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Field Study 4

The document describes three approaches to curriculum: curriculum as content, curriculum as process, and curriculum as product. [1] Curriculum as content focuses on transmitting a body of knowledge to students. It can be organized topically, by concept, thematically, or modularly. [2] Curriculum as process emphasizes the teaching and learning process in the classroom through methods like questioning and student activities. [3] Curriculum as product refers to intended learning outcomes and the knowledge, skills, and values students gain from their educational experiences.

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1K views3 pages

Field Study 4

The document describes three approaches to curriculum: curriculum as content, curriculum as process, and curriculum as product. [1] Curriculum as content focuses on transmitting a body of knowledge to students. It can be organized topically, by concept, thematically, or modularly. [2] Curriculum as process emphasizes the teaching and learning process in the classroom through methods like questioning and student activities. [3] Curriculum as product refers to intended learning outcomes and the knowledge, skills, and values students gain from their educational experiences.

Uploaded by

Lovely Herrera
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© © All Rights Reserved
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MODULE FIELD STUDY 4

Episode 5: Approaches About School curriculum

• Describe the different approaches in school curriculum


• Explain by example how the approaches clarify the definition of curriculum
• Reflect on how the three approaches interrelate with each other.

Three Ways of Approaching a Curriculum, Curriculum as a Content, Curriculum as


a Process, and Curriculum as a Product

1. Curriculum as a Content or Body of Language

Focus will be the body of knowledge to be transmitted to students using


appropriate teaching method. The likelihood of teaching will be limited to acquisition of
facts, concepts and principles of the subject matter; however, the content can also be
taken to an end. It is quite common for traditionalists to equate a curriculum as a topic
online, subject matter, or concepts to be included in the syllabus or a books.

Ways of presenting the content in the curriculum

• Topical approach - much content is based on knowledge, and experiences are


included.
• Concept approach - fewer topics in clusters among major and sub-concepts and
their interaction, with relatedness emphasized;
• Thematic Approach - combination of concepts that develop conceptual structures
• Modular Approach - leads to complete units of instruction

Criteria in Selection of Content (Scheffer, 1970 in Bilbao, et al 2009)

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• Significance - Content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. Content
becomes the means of developing cognitive, affective, or psychomotor skills of the
learners.
• Validity - Authenticity of the subject matter forms its validity. There is a need for
validity check and verification at a regular interval, because content may not
continue to be valid.
• Utility - Usefulness of the content in the curriculum is relative to the learners who
are going to use this.
• Learnability - The complexity of the content must be within the range of the
learners.
• Feasibility - Can the subject be learned within the time allowed, resources
available, expertise of the teachers and the nature of the learners? Are the
contents of learning which can learned beyond the formal teaching-learning
engagement? • Are there opportunities to learn these?
• Interest - Will the learners take interest in the content? What value will the contents
have in present and future life of the learners? Interest is one of the driving forces
for the students to lean better.

Guide in the Selection of the Content in the Curriculum

• Commonly used in the daily life


• Appropriate to the maturity levels and abilities of the learners
• Valuable in meeting the needs and competencies of the future career
• Related to other subject fields or discipline for complementation and integration
• Important in transfer of learning to other disciplines

BASIC principles of Curriculum Content In 1952,

Palma proposed the principle BASIC as a guide in addressing CONTENT in the


curriculum.

• Balance. Content should be fairly distributed in depth and breadth.


• Articulation. As the content complexities progresses with the education levels
bridging should be provided Integration Continuity
• Sequencing. The logical arrangement of the content refers to sequence or order
• Integration. Content in the curriculum does not stand alone or in isolation. It has
relatedness to other contents.
• Continuity. Curriculum should continuously flow as it was before, to where it is now,
and where it will be in the future,

2. Curriculum as a Process

Curriculum happens in the classroom as the questions as by the teacher and


learning activities engaged in by the students. the process of the teaching and learning
process becomes the central concern of teaching to emphasize critical thinking, thinking
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meaning making and heads on, hands-on doing and many others. There are the ways of
teaching, ways of managing the content, guiding learning, methods of teaching and
learning and strategies of teaching or delivery modes.

Here, curriculum is not seen as a physical thing or a noun, but as a verb or an


action. It is the interaction among the teachers, students and content. As a process,
curriculum happens in the classroom as the questions asked by the teacher and the
learning activities engaged in by the students. When curriculum is approached as a
PROCESS, guiding principles are presented• Curriculum process in the form of teaching
methods or strategies are means to achieve the end.

• There is no single best process in method.


• Curriculum should stimulate the learners' desire to develop the cognitive, affective,
psychomotor domain in each individual.
• In the choice of methods, learning and teaching styles should be considered.
• Every method or process should result to learning outcomes which can be
described as cognitive, affective, and psychomotor.
• Flexibility in the use of the process or methods should be considered.
• Both teaching and learning are the two important processes in the implementation
of the curriculum.

3. Curriculum as a Product

Central to the approach is the formulation of behavioral objectives stated as


intended learning outcomes. These learned or achieved learning outcomes are
demonstrated by the person who has meaningful experiences in the curriculum. All these
results of planning, content and processes in the curriculum. Product is what the students
desire to achieve as a learning outcome. The product from the curriculum is a student
equipped with the knowledge, skills and values to function effectively and efficiently.

REFERENCES

To know click this link


module-2aaa-pptx.pdf (wordpress.com)
Approaches to School Curriculum (slideshare.net)
(68) Approaches to School Curriculum - YouTube

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