Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
2. WHAT IS CURRICULUM IMPROVEMENT
CURRICULUM IMPROVEMENT IS THE PROCESS OF CONSTANTLY IMPROVING INSTRUCTION BASED ON THE
NEEDS OF STUDENTS. IT ENHANCES TEACHING AND LEARNING
4. 1. DEPARTMENTALIZED
• THIS APPROACH IS THE TRADITIONAL MODEL OF SEPARATE AND DISTICT DISCIPLINES TAUGHT IN
ISOLATION FROM EACH OTHER. STUDENTS TRAVEL TO SIX OR SEVEN SUBJECTS A DAY, EACH NOT
CONCEPTUALLY CONNECTED TO OTHE OTHER.
5. 2. REINFORCEMENT
• SKILL INSTRUCTION, CONCEPT OR ACTIVITIES ARE REARRANGED AND RESEQUENCED TO REIFORCE A
SIMILAR SKILL OR CONCEPT ACROSS TWO OR MORE DISCIPLINES
6. 3. COMPLEMENTARY
• THE LEVEL OF CURRICULUM INTEGRATION ON THE ORIGINAL SYNTHESIZED CONTINUUM WAS REFERRED
TO AS “COMPLEMENTARY OR SHARED UNITS OF THE STUDY”.
7. 5. WEBBED
• CONNECTIONS AND WEBS ARE MADE BETWEEN CURRICULUM CONTENTS AND DISCIPLINES RELATIVE TO
A PRODUCTIVE TEAM, SUBJECT USE THE THEM TO SIFT OUT APPROPRIATE CONCEPT, TOPICS AND IDEAS
• SOMETIMES CALLED INTERDISCIPLINARY UNITS.
8. 6. INTEGRATED LEARNING
• THIS LEVEL OF CURRICULUM INTEGRATION ON THE ORIGINAL SYNTHESIZED CONTINUUM WAS REFERRED
TO AS “INTEGRATED THEMES”
9. LEVELS OF CURRICULUM IMPROVEMENT
LEVEL DESCRIPTION EXAMPLE
Supra International - Common European Framework of Reference for
Language usually “generic” in nature.
- Examination programs; e.g., Third International
Mathetics and Science study or Programme for
International student Assessment or Prgress in
International Reading Literacy Study
Macro Provincial, national, regional - Intended core objectives (specified in a
curriculum framework and/or program of
studies)
- Authorized learning and teaching resources
- Attainment levels
- Examination programs; e.g., Pan-Canadian
Assessment program
10. LEVEL OF CURRICULUM IMPROVEMENT
Level Description Example
Meso School jurisdiction, school - School program (locally developed courses).
- Educational program with an emphasis on specialized
school based activities ( e.g., specific focus on arts,
sports or academics)
- Site specific learning and teaching materials
developed and accessed.
Micro Classroom, teacher - Instructions plan for module or course
- Learning and teaching materials
Nano Student, individual - Individualized learning plan
- Individualized course of learning or learner pathways
12. 1. BEHAVIORAL APPROACH
• THIS IS BASED ON THE BLUEPRINT WHERE GOALS AND OBJECTIVE ARE SPECIFIED CONTENTS AND
ACTIVITIES ARE ALSO REARRANGED TO MATCH WITH THE LEARNING OBJECTIVES. THE LEARNING
OUTCOME ARE EVALUATED IN TERMS OF GOALS AND OBJECTIVES SET AT THE BEGINNING. THIS APPROACH
STARTED WITH THE IDEA OF FREDERICK TAYLOR WHICH IS AIMED TO ACHIEVE EFICIENCY
13. 2. MANAGERIAL APPROACH
• IN THIS APPROACH, THE PRINCIPAL IS THE CURRICULUM LEADER WHO IS SUPPOSED TO BE THE GENERAL
MANAGER. THE GENERAL MANAGER SETS THE POLICIES AND PRIORITIES ESTABLISHED THE DIRECTION OF
CHANGE AND INNOVATION AND PLANNING AND ORGANIZING CURRICULUM AND INSTRUCTIONS
14. 3. SYSTEMS APPROACH
• THIS WAS INFLUENCED BY SYSTEMS THEORY, WHERE 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 SCHOOL REPRESENTS A SYSTEMS APPROACH. IT SHOWS THE LINE-STAFF RELATIONSHIPS OF
PERSONNEL AND HOW DECISIONS ARE MADE.
15. 4. ACADEMIC APPROACH
• THE ACADEMIC APPROACH “ATTEMPTS TO ANALYZE AND SYNTHESIZE MAJOR POSITIONS, TRENDS, AND
CONCEPTS OF CURRICULUM. IT TENDS TO BE GROUNDED ON HISTORICAL AND PHILOSOPHICAL
CURRICULUM DEVELOPMENTS AND TO A LESSER EXTENT ON SOCIAL CONDITIONS. THIS APPROACH IS
CONCERNED WITH COMPREHENSIVE DOMAINS OF SCHOOLING INCLUDING THE STUDY OF EDUCATION.
16. 5. HUMANISTIC APPROACH
• THIS APPROACH IS THE PROGRESSIVE PHILOSOPHY AND CHILD-CENTERED MOVEMENT. IT CONSIDERS
THE WHOLE CHILD AND BELIEVES THAT IN CURRICULUM THE TOTAL DEVELOPMENT OF THE INDIVIDUAL IS
THE PRIME CONSIDERATION. THE LEARNERS AT THE CENTER OF THE CENTER OF THE CURRICULUM
17. RECONCEPTUALISTS APPROACH
• THE RECONCEPTUALIST REPRESENTS AN APPROACH TO CURRICULUM DESIGN WITHOUT A MODEL TO
GUIDE THE DESIGN, TENDING RATHER TO FOCUS ON A LARGER IDEOLOGICAL AND MORAL ISSUES
RELATING TO EDUCATION. (NOT ONLY CURRICULUM ) AND ECONOMIC AND POLITICAL INSTITUTIONS OF
SOCIETY (NOT ONLY OF SCHOOLS). THIS APPROACH IS ROOTED IN PHILOSOPHY AS WELL AS SOCIAL AND
POLITICAL CONTEXTS.
The skill and the content itself does not necessarily change. Only the time at which it is presented to changes. For example, when the social studies teacher teaches about the renaissance the language arts class may read about shakespears at the same time, or before or after the social studies instruction on the similar concept.
Another example would be the teaching of charts and graphs by the mathematics science and social studies teachers in sequential time periods to introduce or reinforce the use of and types of charts and graphs.
For example, the mathematics teacher may teach grid points while the social studies teacher teachers limited and latitude concepts or the language arts teacher may facilitate students reading stories about islands as the science teachers covers volcanoes and island formations. These teachers plan the unit of instruction and find ways to support each other’s instruction.
For example teachers working together usefully organized on an interdisciplinary team identify a topic such as sea life or a theme such as conflict and each member of the teaches that topic or themes such as the conflict and each member of the team teachers teaches from the perspectives of their discipline
For example, after structure discussion students decided to study the future. They generate questions they want to investigated such as when will they die or how will they make a living or what will be the condition of that environment. They learn mathematical concepts while providing longevity statistics. They read and write as they explore career opportunities and they explore numerous science concepts as they predict the future of the environment.