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    Systems Approach To Curricular Development: Lea Garcia Sambile

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    Lea Sambile
    The systems approach to curriculum development views the educational system holistically by examining how all parts relate and influence each other. It involves analyzing factors like administration, counseling, curriculum, instruction, and evaluation. The approach also models the teaching and learning process as a complex system, where optimizing inputs like learner characteristics, skills, and objectives can improve outputs of enhanced performance and knowledge. The key stages in applying this approach are considering learner profiles, existing knowledge, objectives, instructional methods, implementation, and assessment.

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    Systems Approach To Curricular Development: Lea Garcia Sambile

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    Lea Sambile
    355 views26 pages
    The systems approach to curriculum development views the educational system holistically by examining how all parts relate and influence each other. It involves analyzing factors like administration, counseling, curriculum, instruction, and evaluation. The approach also models the teaching and learning process as a complex system, where optimizing inputs like learner characteristics, skills, and objectives can improve outputs of enhanced performance and knowledge. The key stages in applying this approach are considering learner profiles, existing knowledge, objectives, instructional methods, implementation, and assessment.

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    Systems Approach

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    The systems approach to curriculum development views the educational system holistically by examining how all parts relate and influence each other. It involves analyzing factors like administration, counseling, curriculum, instruction, and evaluation. The approach also models the teaching and learning process as a complex system, where optimizing inputs like learner characteristics, skills, and objectives can improve outputs of enhanced performance and knowledge. The key stages in applying this approach are considering learner profiles, existing knowledge, objectives, instructional methods, implementation, and assessment.

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    © All Rights Reserved
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    355 views26 pages

    Systems Approach To Curricular Development: Lea Garcia Sambile

    Uploaded by

    Lea Sambile
    The systems approach to curriculum development views the educational system holistically by examining how all parts relate and influence each other. It involves analyzing factors like administration, counseling, curriculum, instruction, and evaluation. The approach also models the teaching and learning process as a complex system, where optimizing inputs like learner characteristics, skills, and objectives can improve outputs of enhanced performance and knowledge. The key stages in applying this approach are considering learner profiles, existing knowledge, objectives, instructional methods, implementation, and assessment.

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    of 26

    SYSTEMS APPROACH TO

    CURRICULAR DEVELOPMENT
    LEA GARCIA SAMBILE
    Systems Approach
    Influenced by systems theory.
    The parts of the total school district
    or school are examined in terms
    of how they relate to each other.
    Systems Approach
    Organizational chart – represents
    a systems approach; shows the
    line-staff relationships of
    personnel and how decisions are
    made.
    Systems Approach
    George Beauchamp: the systems
    theory of education see the
    following to be of equal
    importance:
    1. ADMINISTRATION
    2. COUNSELING
    3. CURRICULUM
    4. INSTRUCTION
    5. EVALUATION
    The systems approach to the design
    and analysis of teaching/learning situations
    is the basis of the great majority of modern
    educational technology-related
    developments. However, the terms system
    and systems approach are themselves
    jargon terms that can have a variety of
    interpretations.
    In general systems theory, a system is
    any collection of interrelated parts that
    together constitute a larger whole. These
    component parts, or elements of the system
    are intimately linked with one another,
    either directly or indirectly, and any change
    in one or more elements may affect the
    overall performance of the system, either
    beneficially or adversely.
    The processes of teaching and
    learning can be considered to be very
    complex systems indeed. The input to a
    given teaching/learning system consists of
    people, resources and information, and the
    output consists of people whose
    performance or ideas have (it is to be
    hoped) improved in some desired way.
    Figure 2. The 'systems' model of the educational process
    In such a system, the teaching/learning process
    may be so complex that it can only be considered as a
    'black box' whose mechanisms are not fully understood.
    However, research into the nature of the learning
    process has thrown some light on what happens inside
    the 'black box'. This has enabled educational
    technologists to structure the input to systems of this type
    in such a way as to try to improve the output through
    increasing the efficiency and effectiveness of the
    learning process, thus leading to a systems approach to
    course and curriculum design based on current
    knowledge of how people learn.
    Such a systems approach attempts
    to mold the input to a course in such a
    way as to enable the optimal
    assimilation of knowledge and skills to
    take place during the learning process,
    and hence maximize the quality of the
    output.
    The various stages in the systems
    approach
    Figure 3. A
    simplified
    systems
    approach to
    course and
    curriculum
    design
    (a) Consider target population
    characteristics and topic area

    The range of backgrounds,


    interests, knowledge, attitudes and
    skills of students coming on to the
    course will have a strong influence
    on course design.
    (b) Estimate relevant existing skills and
    knowledge of learners
    There may be minimum standards of
    entry to the course, but this will not always
    be so. For example, the increasing numbers
    of non-standard and mature student
    entrants to higher education will not
    necessarily have conventional paper
    qualifications, but may possess skills and
    qualities which will have an influence on
    course design.
    (c) Formulate objectives/learning
    outcomes

    The objectives and learning


    outcomes of the course or curriculum
    element will attempt to encapsulate the
    new skills, knowledge or attitudes which
    it is intended that the students will
    acquire.
    (d) Select appropriate instructional
    methods

    Having specified the objectives and


    learning outcomes (ie, what we are trying
    to achieve in the course), we should be in a
    better position to select appropriate
    teaching/learning methods through which
    these have a reasonable chance of being
    achieved.
    (e) Operate course or curriculum

    The next element in the system is the


    actual implementation of the course. This
    involves all the logistical arrangements
    associated with running the course, including
    overall structuring, pacing, implementing the
    chosen teaching strategies, using
    appropriate supportive media and
    materials, and ensuring that all aspects of
    the course run as smoothly as possible.
    (f) Assess and evaluate

    The combined result of the preceding


    stages is that students are involved in a
    learning experience that is planned to
    develop their knowledge, skills and
    attitudes, taking into account the individual
    needs and experience of the learners.
    Using the systems approach in practice
    The systems approach to course and
    curriculum design is no more than an
    attempt to use a process of logical
    development and on-going monitoring and
    evaluation in order to allow continuous
    evaluation of the course or curriculum to
    take place.
    It is, however, worth adding some
    cautionary remarks about using the systems
    approach in practice. Although the approach is
    useful in mapping out the broad flow of factors
    to be considered and developed, diagrams such
    as the system shown in Figure 3 always
    oversimplify the actual process. For example,
    Figure 3 has ordered the elements of the system
    in what is usually the most productive sequence
    for the initial planning of a course.
    In implementing the systems approach,
    it is important to appreciate that, while the
    decisions taken at each stage are always
    affected by earlier decisions, they may
    themselves necessitate some of these earlier
    decisions being changed. It is also important
    to realize that the stages shown are not the
    only ones possible, and that, once taken, a
    decision can always be reconsidered.
    The systems approach can be used at any time
    when an episode of teaching/learning of any length is
    being planned. It can be applied to long-term planning
    for a whole course lasting weeks, months or years,
    through to daily lesson planning, or even to on-the-spot
    planning for a learning experience of only a few
    seconds' duration. It can be applied by a group of
    teachers designing or adapting a complete course, as
    well as by an individual teacher preparing his or her
    specific course input. The approach can also be used for
    analyzing a previous teaching/learning experience.
    The systems approach does not
    prescribe or promote any particular
    teaching methodology (e.g. individualized
    study or group learning). Rather, it is a
    vehicle that helps teachers to think more
    systematically and logically about the
    objectives relevant to their students and the
    means of achieving and assessing these.

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