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Prof Ed 12 Jessa

The document summarizes Rizza Mae Ramos' presentation on approaches to curriculum design, which was scheduled from 5:30-6:30pm for Mr. Salvador Pretista's class. The presentation covered 6 features of curriculum design: who teaches, who teachers teach, what teachers teach, how teachers teach, how much was learned, and with whom teachers teach. It also described 3 approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The document concluded with Rizza Mae Ramos' personal insights on aligning approaches to curriculum design with the needs of improving every learner.

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Clarizza Mae Abejo
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631 views

Prof Ed 12 Jessa

The document summarizes Rizza Mae Ramos' presentation on approaches to curriculum design, which was scheduled from 5:30-6:30pm for Mr. Salvador Pretista's class. The presentation covered 6 features of curriculum design: who teaches, who teachers teach, what teachers teach, how teachers teach, how much was learned, and with whom teachers teach. It also described 3 approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The document concluded with Rizza Mae Ramos' personal insights on aligning approaches to curriculum design with the needs of improving every learner.

Uploaded by

Clarizza Mae Abejo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Name: Rizza Mae Ramos

Topic: Approaches to curriculum design


Time: 5: 30- 6: 30
Teacher: Mr. Salvador Pretista

A. INTRODUCTION:

The approaches to curriculum design are made of for the teaching- learning of the
both teacher and learners. Quality of education requires good quality teachers that enlighten the
learning environment of the learners. Teachers should facilitate the learners of every learner to reflect
that at the end of the teachers can reinforce his/ her lesson it weakness or the failure and the progress
which is the better result of his/ her evaluation.

B.CONTENT

APPROACHES TO CURRICULUM DESIGN

6 Features of a Curriculum
1. Who teaches?
 The teacher…
 Quality education requires quality teachers.
 Qualities of a good teacher:
-Bring a shining light into the learning environment

Qualities of a Good Teacher:


 Bring a shining light into the learning environment.
 They are ideal companions of the learners.
 With the advancement of communication technology, they are needed to sort out the
information from the data that surround the learners.
 They are needed to sort out knowledge from the information but even more important,
excellent teachers are needed to sort the wisdom from the knowledge.
 Institutions are as good as its teachers.
 These teachers should be given support with their continuing development in order to keep
abreast with the changing demands of a learning society.

2. Who do the teachers teach?


 The Learners…
 The learners are at the center stage in the educative process.
 They are the most important factors in the learning environment. There is no teaching without
them.
 Teachers should understand and accept the learner’s diverse background.
 They are unique individual
 Their needs should be addressed and be met that’s why teachers are to provide learning
opportunities and varied experiences.
3. What do the teachers teach?
 Knowledge, Skills, Values
 “To help the learners cope with rapid changes to understand and to succeed in the new work in
the workplace, we must design a curriculum oriented to tomorrow.” It should be remembered
that what students learn will be obsolete in ten years, and half of what they need to know to
succeed in work and in life has not yet been fully developed and will have to be learned as they
go along in the future.
 The teacher is expected to prepare his syllabus as his vehicle for instruction. The learning goals,
instructional procedures and content must be clearly explained to students. There must be a
balance of theory and practice.
4. How do teachers teach?
 Strategies and Methods
 For teachers to teach effectively, they must use appropriate methodologies, approaches, and
strategies “capped with compassionate and winsome nature”.
 Teachers should select teaching methods. Learning activities and instructional materials or
resources appropriate to learners and aligned to objectives of the lesson.
5. How much of the teaching was learned?
 Performance
 When teachers teach, they formulate objectives to be accomplished by the learners. A
curriculum should be clear at the beginning with what knowledge, skills and values should be
developed by the learners. These are the guiding post of the teachers.
 At the end of the teaching act, it is necessary to find out if the objectives set were accomplished.
In curriculum we call this learning outcomes.
 These learning outcomes indicate the performance of both the teachers and the learners.
 Learning outcomes are the product of the learners as a result of teaching.
 Performance is a feature of a curriculum that should be given emphasis.
 The curriculum is deemed to be successful if the performance of the learner is higher than the
targets set. If the performance of the learners is low then it follows that the curriculum has
failed.
 A good curriculum is one that is the results in high or excellent performance.
6. With whom do we teach?
 Community Partners
 Teaching is collaborative undertaking. While teachers are the focal point in the learning process,
they must draw upon the resources of their environment and of their partners to be effective.
 Teachers must establish relationship with parents, NGO’s and stakeholders
APPROACHES TO CURRICULUM DESIGN

1. Child or Learner-Centered Approach


 Based on the underlying philosophy that the child is the center of the educational
process. It means that the curriculum is constructed based on the needs, interest,
purposes and abilities of the learners. The curriculum is also built upon the learner’s
knowledge, skills, learning and potentials.
 From its design how should a child-centered or learner-centered curriculum be
approached?
1. A new respect for the child is fundamental.
2. A new freedom of action is provided.
3. The whole activity is divided into units of work.
4. The recognition of the need for using and exploring many media for self-discovery and self-
direction is embraced.
2. Subject-centered approach
 Anchored on the curriculum design which prescribes different and separate subjects into one
broad field, this approach considers the following:
1. The primary focus is the subject.
2. The emphasis is on bits and pieces of information which are detached from life.
3. The continuing pursuit of learning outside the school is not emphasized. Learning should only
take place inside the classroom.
4. The subject matter serves as a means of identifying problems in living.
3. Problem-centered approach
 Based on a curriculum design which assumes that in the process of living, children experience
problems. Thus, problem solving enables the learners to increasingly able to achieve complete
or total development as individuals.
 This approach is characterized by the following views and beliefs:
1. The learners are capable of directing and guiding themselves in resolving problems, thus they
become independent learners.
2. The learners are prepared to assume their civic responsibilities through direct participation in
different activities.
3. The curriculum leads the learners in the recognition of concerns and problems and in seeking
solutions. The learners are considered problem solvers.

PERSONAL INSIGHT
My personal insight about to approaches to curriculum design aligned to the needs of the
improvement of every learner, it always finds a way to give the necessary needs of the curriculum as
well as the teachers and learners. Teachers design each curriculum with a specific educational purpose
in mind. The ultimate goal is to improve student learning, but there are other reasons to employ
curriculum design as well.

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