APPROACH

noun
noun: approach; plural noun: approaches
1.1.
a way of dealing with something.
"we need a whole new approach to the job"
synonyms: method, procedure, technique, modus operandi, MO, style, way,manner; More
2.2.
an act of speaking to someone for the first time about something, typically a proposal or
request.
"the landowner made an approach to the developer"
dated
behavior intended to propose personal or sexual relations with someone.
"feminine resistance to his approaches"
3..
the action of coming near or nearer to someone or something in distance or time.
"the approach of winter"
synonyms: advance, coming, nearing; More
an approximation to something.
"the past is impossible to recall with any approach to accuracy"
the part of an aircraft!s flight in which it descends gradually toward an airfield or runway
for landing.
4.".
a road, sea passage, or other way leading to a place.
"the eastern approach to the town"
synonyms: driveway, drive, access road, road, avenue; More
CURRICULUM APPROACHES
The curriculum approaches reflect the developers philosoph! vie" of realit! histor! pscholo#! social issues a$d the domai$s of
%$o"led#e& A$alsis of a$ approach provides i$formatio$ a'out perso$al a$d collective commitme$ts to a particular vie"poi$t a$d the
values deemed importa$t ' i$dividuals! school a$d societ&
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CURRICULUM APPROACHES:
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#urriculum approaches reflect the following/ 0eveloper1s
EACH APPROACH E!PRESSES A PERSPEC"I#E A$OU" CURRICULUM %E#ELOPME&" 'HICH
IMPAC"S O&:
-)#, )**%+)#, -2*%-..-. ) *-%.*-#3&4- )5+$3 #$%%&#$'$( 0-4-'+*(-63 7,&#, &(*)#3. +6 3he
design of the curriculum 3he role of schools, administrators, teachers, learners, curriculum specialist %equirements for
evaluation and implementation
"'O $ROA% CO&"RAS"I&( CA"E(ORIES O) CURRICULUM APPROACHES:
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3-#,6&#)':.#&-63&9&# (+0-'. reflect a traditional orientation about education and formal methods of schooling 6+6:
3-#,6&#)'; 6+6:.#&-63&9&# )**%+)#,-. challenge traditional theories and practices and reflect the more progressive
views about education
A, "ECH&ICAL-SCIE&"I)IC APPROACHES :
). 3-#,6&#)':.#&-63&9&# )**%+)#,-. 3he basis for the procedure of these approaches is the scientific method which
involves a logical step:by:step procedure of problem solving.
., $EHA#IORAL-RA"IO&AL APPROACH:
1. 5-,)4&+%)':%)3&+6)' )**%+)#, &t is the oldest and still more preferred approach by many educators <5ago 2==>? &t
clearly defines the objectives <why?, content <what?, method <how?, sequence <when?, and scope <how much? of a curriculum
5y the 3aba and 3yler (odels, 1@A@
)LO'CHAR" O) "A$A/S SE#E& S"A(ES O) CURRICULUM %E#ELOPME&":
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0, S1S"EMS-MA&A(ERIAL APPROACH:
2. .C.3-(.:()6)8-%&)' )**%+)#, 3his approach considers the major interconnectedness of inputs, throughputs, and
outputs that comprise the educational system. 3his model emphasiDes the managerial;leadership and supervisory aspects of
curriculum especially in the implementation and organiDation process. #urriculum is viewed as the major system and the
other processes related to it such as supervision <motivation, leadership styles, communication, and decision making?,
instruction, and evaluation are subsystems.
S1S"EMS-MA&A(ERIAL APPROACH:
.C.3-(.:()6)8-%&)' )**%+)#, #/B$sersBjoyceB0ocumentsB.C.3-(.:managerial curriculum approach.doc
2, I&"ELLEC"UAL 3ACA%EMIC APPROACH:
. &63-''-#3$)' E)#)0-(&# )**%+)#, &t identifies three fundamental factors : : the learner, the society, and the
organiDed subject matter. &t advocates that these three factors should be viewed as a whole, and not in isolation from one
another. 3his approach has the following three sources of the curriculum/ : studies of the learnerF : studies of contemporary
life and its needsF and : suggestions from subject experts. < http/;;vedyadhara.ignou.ac.in;wiki;images;A;Ad;-.:1A:
$nit<block:2?.pdf ?
I&"ELLEC"UAL 3ACA%EMIC APPROACH:
&63-''-#3$)' E)#)0-(&# )**%+)#, 3his approach emphasiDes the importance of cognitive theories and principles in
curriculum planning
$, &O&-"ECH&ICAL4 &O&-SCIE&"I)IC APPROACHES:
5. 6+6:3-#,6&#)'; 6+6:.#&-63&9&# )**%+)#,-. are flexible and less structured without predetermined objectives to
guide the teaching:learning process. are based on the progressive philosophy where the needs and interests of individual
learners and the needs of the society are the priority concerns. &t considers that the curriculum evolves rather than being
planned precisely.
&O&-"ECH&ICAL4 &O&-SCIE&"I)IC APPROACHES:
6+6:3-#,6&#)'; 6+6:.#&-63&9&# )**%+)#,-. give recognition to the importance of (usic, )rts, 'iterature, ,ealth
-ducation, *hysical -ducation, and the ,umanities. advocates of these approaches prefer child:centered and problem:
centered designs.
., HUMA&IS"IC-AES"HE"IC APPROACH:
1. ,$()6&.3&#:)-.3,-3&# )**%+)#, 3his approach is rooted in progressive philosophy which promotes the liberation
of learners from authoritarian teachers. *rogressivef-ducation1@"=s.mpg
0, RECO&CEP"UALIS" APPROACH:
2. %-#+6#-*3$)'&.3 )**%+)#, 3his approach reflects an existentialist orientation. *roponents argue that the aim of
education is not to control instruction in order to preserve existing orders. &nstead, the purpose of education is to emancipate
society from traditional, outmoded orders through individual free choice. 3he foci of the curriculum are community, national,
and world problems that need to be addressed through an interdisciplinary approach.
2, RECO&S"RUC"IO&ISM:
. %-#+6.3%$#3&+6&.( 7hile progressivism emphasiDes on child:centered curriculum, reconstructionism insists on a
social:centered one. 3his curriculum orientation considers the school as an agent of change which should be at the forefront
in creating a new vision of society and of the future. %econstructionism sees the school as an institution of social reform
Social Reconstruction 5www,6eep7i*,com8,mp9 :
.ocial %econstruction Gwww.keepvid.comH.mp" %-#+6.3%$#3&+6&.(
C, ECLEC"IC MO%ELS:
#. -#'-#3&# (+0-'. +ftentimes, educators prefer eclectic models <halo:halo? which are a combination of several
approaches, rather than commit themselves to one particular approach only. ,owever, even for eclectic models, one
approach is emphasiDed over the others. -clectic models are not mere patchworks <pagtatagpi:tagpi ? but a synthesis
< pagbubuo o paghahabi ? where desired features from several models are selected and integrated into a new whole. (any
established curricula in the *hilippines exhibit eclectic models.
SAMPLE:
.)(*'- )$9 %-)0&68.B38 -nglish 3opic 1.pdf
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