Components of curriculum and curricular approaches Essay

Aims of Elementary education( education act of 1892)In the elementary level, schools through their curricula should aim to stick out knowledge and develop skills, attitudes, abide bys essential to personal development and necessary for living in and change to a developing and changing society Provide information experiences which increase the childs cognizance of and responsiveness o the changes in the society Promote and intensify knowledge, identification with and love for the soil and the plenty to which he belong and Promote work experiences which develop orientation to the world of work and prep atomic number 18 the assimilator to engage in honest and gaining work. Aims of Secondary educationIn high school or auxiliary level, educational curricula aim to Continue to promote the objectives of elementary education and Discover and enhance the different aptitudes and interests of students in order to equip them with skills for productive endeavor and or to prepare them for tertiary schooling.Aims of tertiary education tertiary education refers to college and university stately education base on the curricula of the different courses. The different courses should aim to Provide commonplace education programs which ordain promote national identity, cultural consciousnes,moral integrity and spiritual vigor Train the nations manpower in the skills required for national development Develop the professions that will provide leadership for the nation and Advance knowledge through research and apply new knowledge for improving the quality of human life and respond effectively to changing society.Schools Visionis a recognise concept of what the institution would like to survive in the futurity. -It is the guiding post around which all educational efforts including curricula should be directed. EXAMPLE1.A model performing high school where students are equipped with knowledge, skills and strength of share to realize their potential to the fullest.Sch ools tutelageSchools mission statement, spells out how it tends to halt out its Vision. -The mission targets to produce the kind of persons the students will become after having been educated over a certain period of eon. EXAMPLE1.Commits to the total development of individuals for life adjustment and to the upliftment of the economically deprived precisely deserving students through quality instruction, updated facilities and curricula responsive to the needs of the times.Schools goalsThe schools vision, and mission are further translated into goals which are broad statements or intents to be accomplished. EXAMPLE1.Build a strong world of skills and concepts2.Efficient and effective administration responsive of the needs of the university and community.Educational objectivesBenjamin Bloom and Robert MagerDefined educational objectives in two ways1.Explicit formulations of the ways in which students are expected to be changed by the educative process,2. flavor communicated by statement describing a proposed change in students. Objectives direct the change in behavior which is the crowning(prenominal) aim of attainment.Three(3) big domains of objectivesCognitive Domain (Bloom et al 1956) domain of thought process1.Knowledge-recall, remembering of forward learned materials in terms of facts, concepts, theories and principles.2.Comprehension- force to grasp the meaning of material.3.Application-the ability to exercising learned material in new and concrete situation.4.Analysis-ability to break down material into function parts so that its organizational building may be understood.5.Synthesis-ability to put parts together to form a new whole.6.Evaluation-ability to pass notion on something based on given criteria.Affective Domain(Krathwohl, 1964)Domain of valuing, attitude and appreciation1.Receiving-students willingness to apply attention to particular event, stimuli or classroom activities.2.Responding-active participation on the part of the student s.3.Valuing-concerned with the worth or value a student attaches to a particular phenomena, object or behavior.4.Organization-concerned with bringing together different value and building value system.5.Characterization by a value system or value complex-developing a life style from a value system.Psychomotor Domain(Simpson,1972)-domain of the use of psychomotor attri plainlyes.1.Perception-use of sense organ to guide motor activities.2.Set-refers to the installation to take a particular type of action.3.Guided response-concerned with the early stages in learning complex skills.4.Mechanism-responses have become habitual. Performance skills are with ease and confidence.5.Complex overt responses-skillful performance with complex movement patterns.6.Adaptation-skill well developed that the ability to modify is very easy.7.Origination-refers to creating new movements patterns to fit the situation.Component 2CURRICULUM CONTENT OR state MATTER course SpecialistsContent or keep down an another(prenominal) term for knowledge.-It is a compendium of facts, concepts generalization, principles and theories.-This is the subject centered view of the political program.Gerome Brunerknowledge is a model we construct to give meaning and structure to regularities in experience.Example of the broad subject demesnes or general education.Communication Arts-It include skills in hearing ,speaking, reading and writing as well as the effective use of language in free-and-easy living. Social Studies-Include basal elements of Geography, History, Sociology, Anthropology, Economics,Civics,Political Science and Psychology.What subject outcome will be taught in the different clusters in order to achieve the ogjectives? What criteria should be used in selecting the glut?Here are some criteria which give the axe be utilized in the selection of subject matter matter or knowledge for the curriculum.1.Self-sufficiency-According to Scheffler (1970) the flowering guiding principles fo r content selection is helping the learners to attain maximum self-sufficiency in learning but in the most economical manner. 2.Significance-When content or subject matter will contribute to basic idea, concepts ,principles and generalization to achieve the overall aim of the curriculum.3.Validity-The authenticity of the subject matter.4.Interest-For learner-centered curriculum,this the key.A learner will value the content it it is meaningful to him or her.5.Utility-Usefulness of the content or subject matter may be relative to the learner who is going to use it.6.Learnability-Subject matter should be within the range of the experiences of the learners.7.Feasibility The subject matter or content be learned within the time allowed, resources available, expertise of the teacher and the nature of the learners.There are other considerations that may be used in the selection Of the learning content. As a guide, subject matter or content can be selected for use if these area. frequently a nd commonly used in daily lifeb. suited to the maturity levels and abilities of studentsc. valuable in the meeting need and the competencies of a future careerd. important in the transfer of learning.In organizing or putting together the different learning contents- Palma,1992PRINCIPLESBALANCE-Curriculum content should be fairly distributed in depth and breadth of the particular learning area or discipline. ARTICULATION-When each level of subject matter is smoothly connected to the next, glaring gaps and uneconomic overlaps in the subject matter will be avoided. SEQUENCE-The logical arrangement of the subject matter.INTEGRATON-The plane connections are needed in subject areas that are similar so that learning will be united to one another. CONTINUITY-The constant repetition, review and reinforcement of learning.COMPONENT 3CURRICULUM EXPERIENCESThis office will link instructional strategies and methods to curriculum experiences, the core or the heart of the curriculum -The instru ctional strategies and methods will put into action the goals and use the contents in order to produce an outcome. -The action are based on planned objectives, the subject matter to be taken and the support materials to be used.Teaching methods ( dependable methods,inquiry climb upes,contructivist and others). Educational activities( field viewing, conducting experiments, interacting with computer programs, field trips and other experiential learning)Some guide for the selection and use of methods1.Teaching methods are means to achieve the end.They are used to translate the objectives into action.2.There is no single best didactics method. Its effectiveness will depend on the learning objectives, the learners and skill of the teacher.3.Teaching methods should stimulate the learners desire to develop the cognitive,affective ,psychomotor, loving and spiritual domain of 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 domainscognitive,affective and psychomotor.6. Fexibility should be a consideration in the use of the teaching methods.COMPONENT 4CURRICULUM EVALUATIONWorthen and Sanders-all curricula to be effective must have the element of evaluation. Curriculum evaluation-refer to the formal determination of the quality, effectiveness or value of the program, process, product of the curriculum. Tuckman(1985)-define evaluation as meeting the goals and matching them with the think outcomes.Model of evaluationStufflebeamss CIPP-In CIPP, the process is continuous and is very important to curriculum managers like principals, supervisors, surgical incision head, deans and even teachers. C-contextI- InputP-ProcessP- point of intersectionContext-refers to the environment of the curriculum. The real situation where the curriculum is operating is its context. Input-refers to the ingredients of the curriculum which include the goal s, instructional strategies, the learners, the teacher, the contents and all the material needed. Process-refers to the ways and means of how the curriculum has been implemented.. Product-indicates if the curriculum objectives accomplishes its goals.Suggested plan of action for the process of curriculum evaluation1.Focus on one particular component of the curriculum.-Will be the subject area,the grade level,the course,or the degree program? Specify the objectives of evaluation.2.Coolect or gather the information.-Information is made up of data needed regarding the object of evaluation3.Organize the information.This step will require coding,organizing,storing and retreiving data for interpretation.4.Analyze information-An divert way of analyzing will be utilized.5.Report the information-The result of evaluation should be reported to specific audiences. insurance coverage can be done formally in conference with stakeholders, or informally through round-table conference discussions and conversations.6.Recycle the information for continuous feedback, modification and adjustments to be made.CURRICULAR APPROACHESBehavioral ApproachFrederick TaylorAnchored on the behaviorist principles, behavioural approaching to curriculum is usually based on a blueprint. in the blueprint, goals and objectives are specified, contents and activities are also arranged to match with learningobjectives.Managerial approachThe managerial approach became a preponderating curriculum approach in the 1950s and 1960s.The principal is the curriculum leader at the same time instructional leader who is supposed to ne the general manager. The general manager sets the policies and priorities, establishes the direction of change and innovation, and be after and organizing curriculum and instruction. Curriculum managers look at curriculum changes and innovations a they administer the resources and restructure the schools.Some of the roles of the Curriculum supervisors(Ornstein and hunkins,2004) 1.Help develop the schools education goals.2.Plan curriculum with students,parents,teachers and other stakeholders.3.Design programs of study by grade levels.4.Plan or schedule classes or school calendar.5.Prepare curriculum guides or teacher guides by grade level or subject area.6.Help in the evaluation and selection of textbooks.7.Observe teachers.8.Assist teachers in the implementation of the curriculum.9.Encourage curriculum innovation and change.10.Develop standards for curriculum and instructional evaluationSystem approachThe system approach to curriculum was influenced by system theory. In this approach the parts of the total school district or school are examined in terms of how they relate to each other. The organizational chart of the scholl represents a systems approach. George Beauchamp-The system theory of education see the following to be of equal importance are 1.adminstration 2.counseling 3.curriculum 4.instruction and 5.evaluationHumanistic approachThis approached i s rooted in the progressive philosophy and child-centeredmovement. This approach considers the formal or planned curriculum and the informal or hidden curriculum. It considers the whole child and believes that in curriculum the total development of the individual is the prime consideration. The learner is at the center of the curriculum