COMPONENT 3

Curriculum
Experiences
 Teaching strategies convert
the written curriculum into
instruction. Both the teacher
& the learner take actions to
facilitate learning.
Here are some guidelines for the
selection and use of teaching
methods in the implementation
of the curriculum:
1. Teaching methods are means
to achieve the end.
2. There is no single best
teaching method.
3. Teaching methods should
stimulate the learners desire to
develop the cognitive, affective,
psychomotor, social & spiritual
domain of the individual.
4. In the choice of the teaching
methods, learning styles of the
students should be considered.
5. Every method should lead to
the development of the learning
outcomes in the three domains:
cognitive, affective &
psychomotor.
6. Flexibility should be a
consideration in the use of the
teaching methods.
COMPONENT 4

Curriculum
Evaluation
 According to Worthen &
Sanders (1987) all curricula
to be effective must have the
element of evaluation.
 Curriculum Evaluation- refers
to the formal determination
of the quality, effectiveness or
value of the program, process
& product of the curriculum.
 Tuckman defines evaluation
as meeting the goals &
matching them with the
intended outcomes.
 context- refers to the
environment of the
curriculum.
 input-refers to the ingredient
of the curriculum w/c include
the goals, instructional
strategies, the learners, the
teachers, the contents & all
the materials needed.
 process-refers to the ways
and means of how the
curriculum has been
implemented.
 product-indicates if the
curriculum accomplishes its
goals.
Steps or Suggested Plan of
Action for the Process of
Curriculum Evaluation:
1. Focus on one particular
component of the curriculum.
2. Collect or gather the
information.
3. Organize the information.
4. Analyze the information.
5. Report the information.
6. Recycle the information for
continuous feedback,
modification & adjustments to
be made.
 Behavioral Approach
 It is usually based on a
blueprint. In the blueprint,
goals & objective are
specified, contents &
activities are also arranged
to match with the learning
objectives.
 Managerial Approach
This approach became
dominant curriculum approach
in the 1950’s & 1960’s.
Some of the roles of the
Curriculum Supervisors
(Ornstein & Hunkins, 2004)
are the following:
1. Help develop the school’s
education goals.
2. Plan curriculum with
students, parents, teachers &
other stakeholders.
3. Design programs of study by
grade levels.
4. Plan or schedule classes or
school calendar.
5. Prepare curriculum
guides/teacher guides by
grade level or subject area.
6. Help in the evaluation&
selection of textbooks.
7. Observe teachers.
8. Assist teachers in the
implementation of the
curriculum.
9. Encourage curriculum
innovation & change.
10. Develop standards for
curriculum and instructional
evaluation.
 System Approach
 It is influenced by
systems theory.
 According to George
Beauchamp, the system
theory of education see the
following to be of equal
importance are the ff;
(1) administration
(2) counseling
(3) curriculum
(4) instruction &
(5) evaluation
 Humanistic Approach
 This approach is rooted
in the progressive
philosophy & child-
centered movement.
 It considers the formal or
planned curriculum and
the informal or hidden
curriculum.
 It also considers the
whole child & believes
that in the curriculum the
total development of the
individual is the prime
consideration.
 The learner is at the
center of the
curriculum.