Curriculum Experiences

Khaystar S. Juanta
BSED- IIIA

 This section will not discuss in detail the

differences instructional strategies that provides
the experiences. Instead it will link instructional
strategies and methods to curriculum
experiences, the core or the heart of the
curriculum. The instructional strategies and
methods will put into the action the goals and
use the contents in order to produce an outcome.

 Teaching strategies convert the written

curriculum to instruction. Both the teacher and
the learners take actions to facilitate learning.
The actions are based on planned objectives, the
subject matter to be taken and the support
materials to be used. These will include a
multitude of teaching methods and educational
activities which will enhance learning.

 Whatever methods the teacher utilizes to implement the

curriculum, there will be some guide foe the selection and use.
Here are some of them.

1.
2.

3.
4.

5.
6.

Teaching methods are means to achieve the end. They are

used to used to translate the objectives into action.
There is no single best teaching method. Its effectiveness
will depend on the learning objectives, the learners and skill
of the teacher.
Teaching methods should stimulate the learners desire to
develop the cognitive, affective, psychomotor, social and
spiritual domain of the individual.
In the choice of the teaching methods, learning styles of the
students should be considered.
Every method should lead to the development of the
learning outcomes in the three domains: cognitive, affective
and psychomotor.
Flexibility should be a consideration in the use of the
teaching methods.

Component 4- Curriculum Evaluation

According to Worthen and Sanders, (1987)
all curricula to be effective must have the
elements the element of evaluation. Curriculum
evaluation here may refer to the formal
determination of the quality, effectiveness or
value of the program, process, product of the
curriculum. Truckman (1985) defines
evaluation as meeting the goals and matching
them with the intended outcomes.

 Content refers to the environment of the

curriculum.

Input refers to the ingredients of the curriculum

which include the goals, instructional strategies,
the learners, the teachers, the contents and all
the materials needed.
Process refers to the way and means of how the
curriculum has been implemented.
Product indicates if the curriculum
accomplishment its goals.

 Within the evaluation process, smaller and more

specific activities are needed to determine the
effectiveness of the curriculum. Different
methods can be utilized like diagnostic,
placement, formative or summative evaluation
or the norm referenced or criterion- referenced
measurement.

 Regardless of the methods and materials

evaluation will utilize, a suggested plan for the
process of curriculum evaluation is introduces.
These are the steps

1. Focus on one particular component of the

curriculum.
2. Collect or gather the information.
3. Organize the information.
4. Analyze information.
5. Report information.
6. Recycle the information for continuous
feedback, modification and adjustments to be
made.

In summary, the components of the curriculum

are distinct but are interrelated to each other in a
curricular design.

Aims
Objectives

Subject
Matter

Evaluation

Methods/
Strategies