Approaches To Curriculum Planning Report

APPROACHES TO
CURRICULUM PLANNING
Prepared by: Viena V. Manalo & Charisma Panganiban

What is an approach?
It is a way of dealing with something, a way
of doing or thinking about something . It gives rise to
methods , the way of teaching something , which use
classroom activities or techniques to help learners
learn.
What then is a Curriculum?
Refers to the lessons and academic content
taught in a school or in a specific course or program .
CURRICULUM DEVELOPMENT MODEL
A. Traditional and systematic approach

Encourages to incorporate learner –centered
instruction into everyday interactions to reflect
what aspects of a curriculum works well and what
needs to be improve , to be willing to modify the
curriculum to meet the needs of the learner .
1. The Administrative Approach
Approach the superintendent of schools and
administrator makes the first move when he realizes the
need for curriculum development and set up machinery to
make the needed revisions . He arranges for faculty meeting
in which the need for curriculum improvement is presented .
Then a steering committee is appointed consisting of
administrative officers and teachers . This committee
formulate general plans , develops guiding principles , and
prepare statement of general objectives covering the entire
school system.
2. The Grass Roots
Approach in its most comprehensive form, the grass roots
approach is community -wide. It begins with individual school in each
neighborhood. Each school is encouraged to work as a unit in the
development of new program . Perhaps the most important feature
of this procedure is the teachers , administrator, students and parents
of a particular locality can work face to face their common problems .
In this approach the function of the central administration is to
provide stimulating leadership , free time materials and whatever the
various school may need. Commonly use techniques in this approach
are the work shop and work conferences .
3. The Demonstration Approach
The purpose of this approach is to introduce changes in
the regular program on a small scale, thereby holding the
disturbance of the faculty and community to a minimum.
Since this approach discovers the consequences of a
proposed change on a small scale before making the
changes in the whole school , it refers the sort of caution
associated with an experimental attitude .
B. The Michaelis Model
By the curriculum planner, teacher and students and
the community. The general goal of the curriculum should
be cooperatively developed by school personnel and lay
persons and be generally acceptable to the community, the
objectives should be defended by school personnel with
assistance from experts in areas of the curriculum
evaluation , and formulation of objectives so that they will be
optimally useful in planning and appraisal activities.
7 Distinctions of Michaelis Model
1. Foundation of curriculum development
The philosophical foundation may be drawn upon to
develop a framework of values and beliefs related to the goals ,
the selection and use knowledge and means and methods and
other dimensions of education.
2. Goals and objectives
Each area of the curriculum should be analyzed to identify
its specific contributions to the major goals . This step is helpful
in developing a coherent curriculum in which all areas or fields
of study are viewed as contributing to the common goals.
3. Organization of the Curriculum
The decision must be made about curriculum development procedures, broad fields
or other organization, the roles of curriculum personnel , and the design of curriculum
guide.
4. Organization and extension of the learning environment

A variety of printed materials , audio visual materials, , community resources ,
learning packages , multi media sets of materials and multi-level materials should be
consider .
5. Instructional support services

Consultant and supervisory services are needed to help solve general problem and
problems related to areas of instruction, other needed services include those related to
instructional media , special education programs and diagnosis and correction of learning
difficulties , evaluation and the in-service education and the instructional staff.
6. Teaching strategies
There is a need for inductive strategies that include moves
from the particular to the general and deductive strategies that
include moves from general to the particular.
7. Evaluation and accountability

A comprehensive program of evaluation is needed in which a
variety of instruments and techniques are use to evaluate the
conceptual, process , skill, and effective outcomes of instruction.
C. The frymier hawn approach
This curriculum study involves the community, students ,
organizational actors, content and teachers. The effectiveness
question involving evaluation and corrective feedback ,must replace
the frequency and efficiency question that are more usually asked
about programs, materials and strategies. It lament the fact that
because many curriculum workers seem to feel the local school
districts cannot realistically hope to compete with foundation –
supported, government –sponsored or university backed curriculum
development projects , curriculum workers have gradually come to
unquestioningly accept the idea that ‘’somebody else’’ should develop
curriculum, and that they the curriculum workers will consider and
adopt the program which other develop.
THANK YOU FOR
LISTENING!

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APPROACHES TO

Prepared by: Viena V. Manalo & Charisma Panganiban

A. Traditional and systematic approach

4. Organization and extension of the learning environment

5. Instructional support services

7. Evaluation and accountability

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