TAKE ACTION

To further understand the lesson, let us put into action our readings.7
Activity 1 – Features of the Curriculum
1. Think-Pair-Share
a.​ ​With partner, discuss the features of a curriculum.
b.​ ​Choose two approaches to curriculum design and relate them to the features of a
curriculum. How are they similar? How are they different?
Activity 2 - Approaches to Curriculum Deisgn
1.​ ​Form the whole class into groups.
2.​ ​Groups A and B should be the debating teams.
3.​ ​Group C will be the one to organize and sponsor the debate.
4.​ ​Group D will form the Jury.

Issue: “In the light of the current global situation, the child-centered approach has a greater edge over the
subject centered approach”

5.​ ​Hold the debate during your class session.

REFLECT
1. Reflect on the common statements listed below. Make your own personal stand on each.
Statement 1 – schools that adhere to the subject- centred approach make robots out of the children.
If I were to choose the type of approach that I want, subject-centered approach is the least of my
choice but, it doesn’t mean that it is because I am perceiving this approach as something as worst as it was
stated above. As I’ve understand this approach, they are not actually making robots out of the children
instead, they are just believing that it will be in greater help for the children if they make the process of
learning that way and, that is focusing on the acquisition of different thoughts in all subject areas. I
believe that every school has their own acceptable reasons of adhering a particular approach for their
learners and that doesn’t necessarily mean that they are making robots out of the learners. As I have
understand also about this approach, their method of making the children learn will also help the children
in acquiring good attitudes and values about learning such as the importance of obedience.
Statement 2 – In schools which embrace that child-centred approach, discipline is weak.
The level of discipline in very class will always and will still be dependent on the classroom
manager which are the teachers. Giving the learners freedom to explore and do things on their own to
learn doesn’t mean that you as a teacher will stop guiding them; definitely not. Even though in this school
the learners themselves are considered to be active constructor of their own learning, the teachers are still
watching them and teaching them the dos and don’ts and the rights and wrongs. This is the reason why we
have the different types of objectives in every lesson that we are to undertake. Any of the three domains
should not and cannot be left behind, this way the institutions embracing this approach can assure
themselves that the discipline among the children are still observable.

Statement 3 - Why should lessons revolve around problems? There are too many to be solved.
Yes, I do agree that there are too many problems to be solved but, are we teaching the learners to
solve all those problems specifically and one by one? I’ll answer it and, the answer is definitely not! We,
teachers are teaching the learners how to solve the different types of problems in and outside the school
corners and that is the reason why our lessons revolve around problems. Since we are teaching them to
solve problems, we have to make the lesson in parallel with it and that is by using problems dependent on
the level of experience of the learners. Why do we have to teach them how to solve problems? This is
because, in this era weare not just making the learners learn the thoughts written in their books instead,
we are teaching them to think beyond the letters they read or in more familiar term we are developing the
learners’ higher order thinking skills. Another reason is that, it’s because we are preparing the learners for
the future and for the changes and problems brought about by time.

SELF-CHECK
Identify what kind of approach is utilized in the following descriptions:
1.​ ​Activities are chosen based on the developmental growth of the learners.
Child-centred approach
2.​ ​The teacher’s focus is that all children get perfect in the test.
Child-centred approach
3.​ ​Teacher excuses the learner from the test because a typhoon hit their area.
Problem-centred approach
4.​ ​The teacher extends class up to 1:00 o’clock in the afternoon because they have not understood the
lesson yet.
Subject-centred approach
5.​ ​Children are allowed to do activities that they like most during their vacant period.
Subject-centred approach
6.​ ​Lesson ends up with concept application to solve a problem.
Problem-centred approach
7.​ ​No child is left behind in reading, writing and arithmetic.
Child-centre approach
8.​ ​School means “survival of the fittest”.
Subject-centred approach
9.​ ​Learning is measured in term of learner’s ability to solve dilemma.
Problem-centred approach
10.​ ​Only the best can succeed.
Subject-centred approach