NONTECHNICAL - NONSCIENTIFIC

APPROACH
(Postmodernist, Postconstructivist,
Perspective)
 LEARNING OUTCOME
• THE DELIBERATION MODEL
• SLATTERY’S APPROACH
• DOLL’S MODEL
 LEARNING OUTCOME
• THE DELIBERATION MODEL
• SLATTERY’S APPROACH
• DOLL’S MODEL
 INTRODUCTION
• Stress on subjective, personal, aesthetic, heuristic,
spiritual, social and transactional
• In this approach, the learner is central focus not the
learner’s output
• Students are active participants in learning process
• Not all educational goals can be known
• Key of this approach is accepting the evolutionary
nature of curriculum development
• Learning is holistic, cannot be broken into discrete
part or step
• The curriculum evolves teacher-students interaction
 - Means and ends affect each other
DELIBERATION MODEL - Proceeds from problems to proposal solution
- Occur within cultural contexts

PUBLIC SHARING AGREEMENT&DISAGREEMENT EXPLAINING POSTIONS

• Share idea related to

curriculum development
• They express their view • WHY do I think this is a
regarding : problem?
-the curriculum nature and • WHAT data support my view
purpose • Is a particular group of
- suggestions, demands identify agreement & students failing?
- Propose particular disagreement regarding goals, • WHAT is the curricular
contents, pedagogies contents, learning activities solution?
-identify information that they • Group member must
consider relevant to creating appreciate one another
curriculat • Group leader must have
- Discuss Visions of students’ considerable skill in guiding
role, learning environments, groups.
teachers’ functions
 - Means and ends affect each other
DELIBERATION MODEL - Proceeds from problems to proposal solution
- Occur within cultural contexts

NEGOTIATING POINTS OF
CHANGES IN POSITION AGREMENT
ADOPTING A DECISION

• Group achieve consensus

• work toward agreement regarding the curriculum’s
regarding curriculum nature and purpose
• Group members change their • Specifies topics, pedagogy,
opinions in response to contents, learning
activities, goals material, school
presented data environment, method of
• When people change their • Negotiate and
implementation, assessment
minds, they inform other persuade
methods
group members • Group seek to identify
possible curricular solutions • The agreed on curriculum
to educational needs reflects the group’s social,
political, philosophical
composition
 2) An admonition that 3) To be in postmodem camp,
1) Educator need to accept one must accept that
followers of postmodem postmodemist offer an
that education is capable of
reconceptualising that very curriculum development must emerging approach to
concept of schooling globally understand curriculum.
reject all modernist stances Educators must accept the
and locally
regarding curriculum and challenge that the curriculum
generates opportunities for
schooling student to deal with social
and educational plight on a
SLATTERY’S APPROACH TO
global basis
CURRICULUM DEVELOPMENT

4) Curriculum must be studied essentially as “currere”

5) Curricularist need to so that educators can arrive at generalizations regarding
realize they need to be not schooling and its curricula. (currere=to run the racecourse)
just curriculum developer -Is a procedure by which individuals, educators can engage in self
but also scholars of study : analyzing their present state, reflecting on their past
curriculum. experience and forecasting probable future intellectual stance
and action.
-Individual can better understand themselves to become more
effective educators
 - Influence of Tyler’s rationale and scheme
DOLL’S MODEL (4 R’S) - Serve both modern and postmodern approach

RICHNESS RECURSION RELATION

- Defined as the depth of - Considered with the - Essential in two ways :
curricular content and mathematical process of pedagogical and cultural.
experiences. iteration. - Educators create educational
- Offers students - Students add richness to their programs within cultural
understanding of information context
opportunities to
and concept - Educators create program
contemplate varied within cultural context
interpretations to content - Allows the learner to add
- They must change others
processed and experience depth and richness to their conversations requites for
engaged understanding creating meaningful
- Must contain right amount - Creative dynamic extant in educational programs
of indeterminacy each iteration with the content
- Educational experience and experience.
RIGOR
stimulates a continuous
learning process - Possesses the elements of scholastic logic, scientific
observation and mathematical precision
- Applying rigor mean when we create and develop curricula, we
are always mindful that there are alterntive to what content
planned