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CURRICULUM APPROACHES:
CURRICULUM APPROACHES

Curriculum approaches reflect the following::
Curriculum approaches reflect the following: Developers

EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT
WHICH IMPACTS ON:
EACH APPROACH EXPRESSES A PERSPECTIVE ABOUT CURRICULUM DEVELOPMENT WHICH
IMPACTS ON The design of the curriculum The role of schools, administrators, teachers, learners, curriculum
specialist Requirements for evaluation and implementation

TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES:
TWO BROAD CONTRASTING CATEGORIES OF CURRICULUM APPROACHES TECHNICAL-
SCIENTIFIC NON-TECHNICAL/ NON-SCIENTIFIC

PowerPoint Presentation:
TECHNICAL-SCIENTIFIC MODELS reflect a traditional orientation about education and formal methods of
schooling NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES challenge traditional theories and practices
and reflect the more progressive views about education

A. TECHNICAL-SCIENTIFIC APPROACHES :
A. TECHNICAL-SCIENTIFIC APPROACHES The basis for the procedure of these approaches is the scientific
method which involves a logical step-by-step procedure of problem solving.

1. BEHAVIORAL-RATIONAL APPROACH:
1. BEHAVIORAL-RATIONAL APPROACH It is the oldest and still more preferred approach by many
educators (Bago 2008) It clearly defines the objectives (why), content (what), method (how), sequence (when),
and scope (how much) of a curriculum By the Taba and Tyler Models, 1969

FLOWCHART OF TABAS SEVEN STAGES OF CURRICULUM DEVELOPMENT:
FLOWCHART OF TABAS SEVEN STAGES OF CURRICULUM DEVELOPMENT
C:\Users\joyce\Documents\BEHAVIORAL-SCIENTIFIC APPROACH FLOWCHART OF TABA.doc

2. SYSTEMS-MANAGERIAL APPROACH:
2. SYSTEMS-MANAGERIAL APPROACH This approach considers the major interconnectedness of inputs,
throughputs, and outputs that comprise the educational system. This model emphasizes the
managerial/leadership and supervisory aspects of curriculum especially in the implementation and organization
process. Curriculum is viewed as the major system and the other processes related to it such as supervision
(motivation, leadership styles, communication, and decision making), instruction, and evaluation are
subsystems.

SYSTEMS-MANAGERIAL APPROACH:
SYSTEMS-MANAGERIAL APPROACH C:\Users\joyce\Documents\SYSTEMS-managerial curriculum
approach.doc

3. INTELLECTUAL ACADEMIC APPROACH:
3. INTELLECTUAL ACADEMIC APPROACH It identifies three fundamental factors - - the learner, the
society, and the organized subject matter. It advocates that these three factors should be viewed as a whole, and
not in isolation from one another. This approach has the following three sources of the curriculum: - studies of
the learner; - studies of contemporary life and its needs; and - suggestions from subject experts. (
http://vedyadhara.ignou.ac.in/wiki/images/6/6d/ES-316-Unit3(block-2).pdf )

INTELLECTUAL ACADEMIC APPROACH:
INTELLECTUAL ACADEMIC APPROACH This approach emphasizes the importance of cognitive theories
and principles in curriculum planning

B. NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES:
B. NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES are flexible and less structured without
predetermined objectives to guide the teaching-learning process. are based on the progressive philosophy where
the needs and interests of individual learners and the needs of the society are the priority concerns. It considers
that the curriculum evolves rather than being planned precisely.

NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES:
NON-TECHNICAL/ NON-SCIENTIFIC APPROACHES give recognition to the importance of Music, Arts,
Literature, Health Education, Physical Education, and the Humanities. advocates of these approaches prefer
child-centered and problem-centered designs.

1. HUMANISTIC-AESTHETIC APPROACH:
1. HUMANISTIC-AESTHETIC APPROACH This approach is rooted in progressive philosophy which
promotes the liberation of learners from authoritarian teachers. ProgressivefEducation1940s.mpg

2. RECONCEPTUALIST APPROACH:
2. RECONCEPTUALIST APPROACH This approach reflects an existentialist orientation. Proponents argue
that the aim of education is not to control instruction in order to preserve existing orders. Instead, the purpose of
education is to emancipate society from traditional, outmoded orders through individual free choice. The foci of
the curriculum are community, national, and world problems that need to be addressed through an
interdisciplinary approach.

3. RECONSTRUCTIONISM:
3. RECONSTRUCTIONISM While progressivism emphasizes on child-centered curriculum, reconstructionism
insists on a social-centered one. This curriculum orientation considers the school as an agent of change which
should be at the forefront in creating a new vision of society and of the future. Reconstructionism sees the
school as an institution of social reform

Social Reconstruction [www.keepvid.com].mp4 :
Social Reconstruction [www.keepvid.com].mp4 RECONSTRUCTIONISM

C. ECLECTIC MODELS:
C. ECLECTIC MODELS Oftentimes, educators prefer eclectic models (halo-halo) which are a combination of
several approaches, rather than commit themselves to one particular approach only. However, even for eclectic
models, one approach is emphasized over the others. Eclectic models are not mere patchworks (pagtatagpi-tagpi
) but a synthesis ( pagbubuo o paghahabi ) where desired features from several models are selected and
integrated into a new whole. Many established curricula in the Philippines exhibit eclectic models.











Ornstein and Hunkins categorize these approaches as technical-scientific,
nontechnical-nonscientific
Ornstein and Hunkins stress the value of finding a "middle ground"
between these approaches
Technical-scientific approach
o curriculum as plan or blueprint
o definable process
o activity, or task, analysis
o means/end analysis
o usually "preordinate" (or preordained) objectives
o emphasis on efficiency
o the "Chicago School"
o extremely influential approach
o criticized as too linear, dehumanizing


o Tyler approach modified by others, especially Taba, who listed
7 steps:
1. diagnosis of needs
2. formulation of objectives
3. specification of content
4. organization of content
5. selection of learning experiences
6. organization of learning activities
7. evaluation and means of evaluation
o Taba also wanted TEACHERS to be primary curriculum
developers
o Hunkins adds initial step of "conceptualization and legitimation,
involving deliberation of the nature of curriculum and its value
o Hunkins also adds "feedback loops" among various steps,
showing that curriculum development is aniterative process
o This approach has found new life since mid-1980s as
"Outcome-based Education" or OBE:
"Outcome-Based Education (OBE) means organizing for
results: basing what we do instructionally on the
outcomes we want to achieve.... Outcome-based
practitioners start by determining the knowledge,
competencies, and qualities they want students to be
able to demonstrate when they finish school and face the
challenges and opportunities of the adult world.... OBE,
therefore, is not a "program" but a way of designing,
delivering, and documenting instruction in terms of its
intended goals and outcomes." (Source)
nontechnical-nonscientific approach
o questions some assumptions of technical-scientific approach:
questions universality, objectivity, logic
t-s approach abstracts knowledge from context
t-s approach overemphasizes articulation of aims
t-s approach too linear
t-s approach takes modernism too seriously
o stress personal, subjective, aesthetic, heuristic, and
transactional nature of curriculum
o stress focus on LEARNER, not on "products" of education
o view learning as holistic
o student as participant in curriculum development
o denies logical positivism
o may stress "nonpreordinate" objectives (open-ended
outcomes: "Students will be transformed through their
participation in the high ropes course.")