Torres, Eric THE TEACHER AND THE SCHOOL CURRICULUM
22-19-037/GS31 Dr. Mary Joy Buriel
TOPIC: APPROACHES TO CURRICULUM IMPROVEMENT
APPROACH TO CURRICULUM IMPROVEMENT:
- Curriculum development is a process that involves designing and
improving a course or program.
- There are several approaches to curriculum development, including the
process approach, the managerial approach, and the modular
approach.
DIFFERENT TYPES OF APPROACH
- Behavioral Approach
- Focus:
o Rooted in behaviorism, this approach emphasizes measurable learning
outcomes and observable changes in student behavior.
o The curriculum is designed with specific, clear, and achievable objectives
that outline what students should know or be able to do after instruction.
o Emphasis on mastery of skills and knowledge.
- Challenges:
- Standardization Issues: Standardized assessments may not cater to diverse
learning styles or abilities.
- Limited Flexibility: Focus on fixed objectives can make it hard to adapt to
students’ unique needs or changing circumstances.
EXAMPLE:
In a mathematics class focused on solving equations with a 90% accuracy target,
students may achieve the objective but struggle to apply their skills to real-world
financial problems like budgeting.
- Managerial Approach
- Focus:
o Centers on the organization, administration, and efficient management of
curriculum processes.
o Emphasizes the roles of school administrators, department heads, and
policymakers in planning, implementing, and evaluating the curriculum.
- Challenges:
- Overload of Administrative Tasks: Administrators may prioritize management
tasks over educational goals.
- Communication Issues: Ineffective communication between stakeholders
(teachers, parents, and policymakers) can cause confusion and delays.
EXAMPLE:
A principal introduces a new curriculum aligned with national standards but fails to
provide adequate training for teachers. This leads to confusion and inconsistent
implementation.
- Systems Approach
- Focus:
o Views the curriculum as part of a larger educational system, where all
components (students, teachers, materials, assessments, and objectives)
are interconnected.
o Emphasizes the integration and alignment of these components for
achieving the desired outcomes.
o Uses systematic processes like needs analysis, goal-setting, and
feedback loops.
- Challenges:
- Scalability Issues: Implementing systemic changes may work well in one school
but fail to scale effectively across multiple institutions.
- Data Overload: Managing and analyzing large amounts of data from
assessments and feedback can overwhelm the system.
EXAMPLE:
A district implements a competency-based curriculum but lacks proper data collection
systems to monitor progress, leading to gaps in student achievement tracking.
REFERENCES:
https://www.slideshare.net/slideshow/approaches-to-curriculum-development/
108293435
https://www.slideshare.net/slideshow/report-curriculum-improvementpptx/
252829514
https://teachers.institute/education-nature-purposes/approaches-curriculum-
development-behavioral-reconceptualist/
