Curricular Approaches

Curricular Approaches

1. Ralph Tyler

   • He is known as the parent of the evaluation.
     • proposes a scientific and rational education adaptable to human needs.
       • Develop a method as an alternative to traditional ways of evaluating.
         • How does he conceive the curriculum?
           • With 3 basic elements:
             • Students
             • Society
             • Content requirements
   • Tyler's model
     • Set goals and objectives:
       • What you want the student to achieve.
     • Establish situations:
       • Set conditions to demonstrate the objectives.
     • Didactic resources:
       • Choose the appropriate technique.
     • Collect and evaluate:
       • Compare data with the proposed objectives.
   • Linear Model (Planning)
     • Follow a baseline:
       • Source: society, students.
       • Defined objectives.
       • Learning selection.
       • Organization of activities.
       • Evaluation of experiences: Contents

2. John Dewey

   • Dewey proposes a teaching method with the following characteristics
     • The student has a situation of authentic experience, there is a continuous activity in which he is interested.
     • Let a genuine problem arise within this situation as a stimulus for thought.
     • The student possesses the information and makes the necessary observations to deal with it.
     • Suggested solutions show that the student is responsible for developing them in an orderly manner.
     • The student has the opportunity to check their ideas by their application, to clarify their meaning and to discover their validity.
   • Dewey's methodological proposal has five phases:
     • 1st Phase: Consideration of some current and real experience of the child, in the field of their family or community life.
     • 2nd Phase: Identification of any problem or difficulty arising from that experience; an obstacle to experience on which we will have to work to try to study it and save it.
     • 3rd Phase: Inspection of the available data, as well as the search for viable solutions; chosen materials and assignments become part of the school program.
     • 4th Phase: Formulation of solution hypotheses, which will function as a guiding idea to solve the problem posed.
     • 5th Phase: Hypothesis testing by action, because according to the pragmatist approach, practice is the test of the value of reflection made by the student in order to solve the problem.
   • Dewey is not primarily didactic or methodological in orientation.
     • When Dewey talks about method, he does so at a very high and even abstract level of discussion.

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