1. Component 3 –
Curriculum Experiences
• Teaching methods are means to
achieve the end.
• There is no single best teaching
method.
• Teaching methods should stimulate
the learners desire to develop the
cognitive, affective, psychomotor,
social and spiritual domain of the
individual.

2. Component 3 –
Curriculum Experiences
• Learning styles of the students
should be considered.
• Every method should lead to the
development of the learning
outcomes.
• Flexibility should be a consideration
in the use of the teaching methods.

3. Component 4 –
Curriculum Evaluation
• Worthen and Sanders (1987)
- 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.

4. Component 4 –
Curriculum Evaluation
• Tuckman (1985)
- defines evaluation as meeting the
goals and matching them with the
intended outcomes.

5. Stufflebeam’s CIPP
(Content,Input,Product,Process) Model
• Context refers to the environment of
the curriculum.
• Input refers to the ingredients of
the curriculum.
• Process refers to the ways and
means of how the curriculum has
been implemented.
• Product indicates if the curriculum
accomplishes its goals.

7. Steps in Curriculum the
Evaluation
1. Focus on one particular component
of the curriculum.
2. Collect or gather the information.
3. Organize the information.
4. Analyze information.
5. Report the information.
6. Recycle the information for
continuous feedback, modification
and adjustments to be made.

8. Interrelationship of the
Components of a Curriculum

9. CURRICULUM APPROACHES

10. Behavioral Approach
• Based on a blueprint
• The learning outcomes are evaluated
in terms of goals and objectives set
at the beginning.
• Aimed to achieve efficiency.
• The change in behavior indicates the
measure of the accomplishments.

11. Managerial Approach
• School administrators are less
concerned about the content than
about organization and
implementation.
• Curriculum managers look at
curriculum changes and innovations as
they administer the resources and
restructure the schools.

12. Roles of the Curriculum
Supervisors (Ornstein and
Hunkins, 2004)
• Help develop the school's education
goals.
• Plan curriculum with students,
parents, teachers, and other
stakeholders,
• Design programs of study by grade
levels.
• Plan or schedule classes or school
calendar.

13. • Prepare curriculum grades or teacher
guides by grade level or subject area.
• Help in the evaluation and selection
of textbooks.
• Observe teachers
• Assist teachers in the
implementation of the curriculum
• Encourage curriculum innovation and
change.
• Develop standards for curriculum and
instructional evaluation.

14. Systems Approach
• The parts of the total school district
or school are examined in terms of how
they relate to each other.
• To George Beauchamp, the systems
theory of education see the following
to be of equal importance are (1)
administration (2) counseling (3)
curriculum (4) instruction and (5)
evaluation.

16. Humanistic Approach
• Considers the formal or planned
curriculum and the informal or hidden
curriculum.
• The learner is at the center of the
curriculum.

17. Prepared by:
Maria Angela L. Diopol
Curriculum Development
Prof. Josephine Resquir