Summary
Chart of Curriculum
Approaches
|
|
Orientation
|
Transmission
atomistic
|
Transaction
scientific
method
|
Transformation
interdependent
|
|
Aims &
Objectives
|
~Behavioural
~Content Oriented
~ Competency is
outcome-based
~Cultural transmission from
teacher to student
|
~ Complex Intellectual
Skills
~ Developmental
~Thinking skills
~Democractic
Citizenship
~Dialogue between student &
teacher
|
~ Integrated
Objectives
~Connections
~Interactive flow of information
and ideas between student and facilitator
|
|
Content
|
~Knowledge viewed atomistically
as "objective"
~Content should reinforce
traditional values
~Cultural
Transmission
|
~Knowledge is realated to mental
processes and cognitive frameworks
~Social content focuses on
public policy questions
~Thinking skills
|
~Personal knowledge is as
important aspublic knowledge
~Social content stresses
identification and resolution of pressing social
concerns.
|
|
Teaching
Strategies
|
~Structured teaching
approaches
~Transmission of facts &
values
|
~Focus on problem solving and
analysis
~Teaching strategies are matched
to student developmental frameworks
|
~Focus on connecting inner life
of student to outer worlds
~Divergent thinking is
encouraged
|
|
Organization
|
~Subject-centered
~Hierarchical
|
~Problem-centered
~Developmental
|
~Learner-centred
~Integrative
|
|
Philosophical
Psychological
Economical
orientation
|
Analytic
Behavioural
Laise-Faire
|
Pragmatism
Cognitive
Liberalism
|
Personal
Humanistic/Transpersonal
Small is
Beautiful
|
|
Resources
|
Textbooks
|
Variety of
Resources
|
Human Resources
Emphasised
|
|
Evaluation
Strategies
|
Accountability through
tests
|
Focus on how teaching
methodologies affect cognitive processes
|
Focus on how the program affects
the Whole Child
|