This is one of the topics discussed in the subject "ED 713- Curriculum Development and Supervision"

1. APPROACHES TO CURRICULUM PLANNING
B
BY: CRISPINA ANA NIERVAS- PACALDA
DEV. ED. D. STUDENT
Submitted to:
DR. CARLYN MORDENO- DELA PEÑA
PROFESSOR

2. OBJECTIVES
❖ define what curriculum
approaches are;
❖ discuss what are the different
Curriculum models;
❖ identify the components in
developing a curriculum
following the Michaelis
Model;
❖ recognize the importance of
the different models in the
development of curriculum.
At the end of the discussions,
participants are expected to:

3. WHAT IS AN
APPROACH?
iIt is a way of dealing with
something, a way of doing
or thinking about
something. It gives rise to
methods, the way of
teaching something, which
use classroom activities or
techniques to help learners
learn.
(Merriam-Webster/ google dictionary)

4. WHAT then is a
CURRICULUM?
-Refers to the lessons and
academic content taught in
a school or in a specific
course or program.
-It is a way of dealing with a
doing/ creating/ designing/
thinking about a
curriculum.

5. APPROACHES ABOUT
SCHOOL CURRICULUM
Please search this link listed below to know more about the topic. (The presentation is borrowed from
the published work of Klint Kevin Bonite)
(https://prezi.com/kzadbu9c7e0v/approaches-about-school-curriculum/)

6. CURRICULUM
DEVELOPMENT MODEL

7. A. TRADITIONAL
& SYSTEMATIC
APPROACH
Usually this list is made by the
trainer, or by subject matter
specialists, or by a curriculum
committee or group.
Encourages to incorporate
learner- centered
instruction into everyday
interactions to reflect what
aspects of a curriculum
works well and what needs
to be improved, to be
willing to modify the
curriculum to meet the
needs of the learners.

8. 1. The
Administrative
Approach
In this approach the superintendent of
school or administrator makes the first
move when he realizes the need for
curriculum development and sets up
machinery to make the needed
revisions. He arranges for faculty
meetings in which the need for
curriculum improvement is presented.
Then a steering committee is appointed
consisting of adminstrative officers and
teachers. This committee formulates
general plans, develops guiding
principles, and prepares a statement of
general objectives covering the entire
school system.

9. 2. The Grass-
Roots Approach
In its most comprehensive form, the grass-
roots approach is community-wide. It begins
with individual school in each neighborhood.
Each school is encouraged to work as a unit
in the development of a new program.
Perhaps the most important feature of this
procedure is that the teachers,
administrator, students, and parents of a
particular locality can work face to face
their common problems. In this approach
the function of the central administration is
to provide stimulating leadership, free time,
materials and whatever the various schools
may need. Commonly used techniques in
this approach are the workshops and work
conferences.

10. 3. The
Demonstration
Approach
The purpose of this approach is to
introduce changes in the regular
program on a small scale, thereby
holding the distirbance of the
faculty and community to a
minimum. Since this approach
discovers the consequences of a
proposed change on a small scale
before making the changes in the
whole school, it refers the sort of
caution associated with an
experimental attitude.

11. B. THE
MCHAELIS MODEL
Made by the curriculum
planner, teachers, students
and the community.
The general goals of the curriculum
should be cooperatively developed
by school personnel and lay persons
and be generally acceptable to the
community, the objectives should
be defended by school personnel
with assistance from experts in
areas of the curriculum evaluation,
and formulation of objectives so
that they will be optimally useful in
planning and appraisal activities.

12. 7 DISTINCTIONS
OF
MICHAELIS MODEL

14. 1. Foundations
of Curriculum
Development
The philosophical
foundations may be
drawn upon to develop a
framework of values and
beliefs related to the
goals, the selection and
use knowledge and means
and methods and other
dimensions of education.

15. 2. Goals and
objectives
Each area of the
curriculum should be
analyzed to identify its
specific contributions to
the major goals. This
step is helpful in
developing a coherent
curriculum in which all
areas or fields of study
are viewed as
contributing to the
common goals.

16. 3. Organization of
the curriculum
The decision must be
made about curriculum
development
procedures, broad
fields or other
organization , the roles
of curriculum
personnel, and the
design of curriculum
guides.

17. 4. Organization
and extension of
the learning
environment
A variety of printed
materials, audio-visual
materials, community
resources, learning
packages, multi-media
sets of materials and
multi-level materials
should be considered.

18. 5. Instructional
support services
Consultant and supervisory
services are needed to help
solve general problem and
problems related to areas of
instruction, other needed
services include those related
to instructional media, special
education programs the
diagnosis and correction of
learning difficulties, evaluation,
and the in-service education
and the instructional staff.

19. 6. Teaching
strategies
There is a need for
inductive strategies
that include moves
from the particular
to the general and
deductive strategies
that include moves
from general to the
particular.

20. 7. Evaluation and
accountability
A comprehensive
program of evaluation is
needed in which a
variety of instruments
and techniques are used
to evaluate the
conceptual, process,
skill, and effective
outcomes of
instruction.

21. C. THE FRYMIER-
HAWN APPROACH
This curriculum study
involves the community,
students, organizational
actors, content, and
teachers.
The effectiveness question involving
evaluation and corrective feedback must
replace the frequency and efficiency questions
that are more usually asked about programs,
materials, and strategies. It lament the fact
that because many curriculum workers seem
to feel that local school districts cannot
realistically hope to compete with foundation-
supported, government- sponsored or
university- backed curriculum development
projects, curriculum workers have gradually
come to unquestioningly accept the idea that
the “somebody else” should develop
curriculum, and that they (the curriculum
workers) will consider and adopt the program
which others develop.

23. REFERENCES:
Books:
❖ Aquino, GaudencioV. (2018) CurriculumInnovation,
PhilippinesCopyright,National BookStore.
❖ Udelhofen, Susan(2005). KeyaCurriculumMappng:
Strategies andToolsto makeit work,California,USA,
CorwinPress.
Links:
❖ https://www.slideshare.net/iansagabaen28/curriculum-
approaches-41755984
❖ https://www.slideshare.net/JunilaTejada/approaches-to-
school-curriculum/10
❖ https://www.slideshare.net/Jigger501/approaches-to-
curriculum-104341335
❖ https://prezi.com/kzadbu9c7e0v/approaches-about-
school-curriculum/
❖ https://books.google.com.ph/books?id=r7TIxGtsd58C&p
g=PA218&lpg=PA218&dq=frymier-
hawn+approach&source=bl&ots=NngnzZJP40&sig=ACf
U3U1zFLMAPTcRyXIFDvtui01H84nxLQ&hl=en&sa=X&
ved=2ahUKEwjdmYXAoajwAhXfyYsBHTZ1C0AQ6AEw
DXoECB0QAw#v=onepage&q=frymier-
hawn%20approach&f=false