NONTECHNICAL - NONSCIENTIFIC

APPROACH
(Postmodernist, Postconstructivist,
Perspective)
 LEARNING OUTCOME
• THE DELIBERATION MODEL
• SLATTERY’S APPROACH
• DOLL’S MODEL
 LEARNING OUTCOME
• THE DELIBERATION MODEL
• SLATTERY’S APPROACH
• DOLL’S MODEL
 INTRODUCTION
• Stress on subjective, personal, aesthetic, heuristic,
spiritual, social and transactional
• In this approach, the learner is central focus not the
learner’s output
• Students are active participants in learning process
• Not all educational goals can be known
• Key of this approach is accepting the evolutionary
nature of curriculum development
• Learning is holistic, cannot be broken into discrete
part or step
• The curriculum evolves teacher-students interaction

DELIBERATION MODEL
PUBLIC SHARING
• Share idea related to
curriculum development
• They express their view
regarding :
-the curriculum nature and
purpose
- suggestions, demands
- Propose particular
contents, pedagogies
-identify information that they
consider relevant to creating
curriculat
- Discuss Visions of students’
role, learning environments,
teachers’ functions
- Means and ends affect each other
- Proceeds from problems to proposal solution
- Occur within cultural contexts
AGREEMENT&DISAGREEMENT EXPLAINING POSTIONS
• WHY do I think this is a
problem?
• WHAT data support my view
• Is a particular group of
identify agreement & students failing?
disagreement regarding goals, • WHAT is the curricular
contents, learning activities solution?
• Group member must
appreciate one another
• Group leader must have
considerable skill in guiding
groups.
 - Means and ends affect each other
DELIBERATION MODEL - Proceeds from problems to proposal solution
- Occur within cultural contexts

NEGOTIATING POINTS OF
CHANGES IN POSITION AGREMENT
ADOPTING A DECISION

• Group achieve consensus

• work toward agreement
regarding curriculum
• Group members change their
opinions in response to contents, learning
activities, goals
presented data
• When people change their • Negotiate and
minds, they inform other persuade
group members • Group seek to identify
possible curricular solutions
to educational needs
regarding the curriculum’s
nature and purpose
• Specifies topics, pedagogy,
material, school
environment, method of
implementation, assessment
methods
• The agreed on curriculum
reflects the group’s social,
political, philosophical
composition

1) Educator need to accept
that education is capable of
reconceptualising that very
concept of schooling globally
and locally
2) An admonition that
followers of postmodem
curriculum development must
reject all modernist stances
regarding curriculum and
schooling
SLATTERY’S APPROACH TO
CURRICULUM DEVELOPMENT
3) To be in postmodem camp,
one must accept that
postmodemist offer an
emerging approach to
understand curriculum.
Educators must accept the
challenge that the curriculum
generates opportunities for
student to deal with social
and educational plight on a
global basis

4) Curriculum must be studied essentially as “currere”

5) Curricularist need to
realize they need to be not
just curriculum developer
but also scholars of
curriculum.
so that educators can arrive at generalizations regarding
schooling and its curricula. (currere=to run the racecourse)
-Is a procedure by which individuals, educators can engage in self
study : analyzing their present state, reflecting on their past
experience and forecasting probable future intellectual stance
and action.
-Individual can better understand themselves to become more
effective educators

DOLL’S MODEL (4 R’S)
RICHNESS
- Defined as the depth of
curricular content and
experiences.
- Offers students
opportunities to
contemplate varied
interpretations to content
processed and experience
engaged
- Must contain right amount
of indeterminacy
- Educational experience
stimulates a continuous
learning process
- Influence of Tyler’s rationale and scheme
- Serve both modern and postmodern approach
RECURSION RELATION
- Considered with the - Essential in two ways :
mathematical process of pedagogical and cultural.
iteration. - Educators create educational
- Students add richness to their programs within cultural
understanding of information context
and concept - Educators create program
within cultural context
- Allows the learner to add
- They must change others
depth and richness to their conversations requites for
understanding creating meaningful
- Creative dynamic extant in educational programs
each iteration with the content
and experience.
RIGOR
- Possesses the elements of scholastic logic, scientific
observation and mathematical precision
- Applying rigor mean when we create and develop curricula, we
are always mindful that there are alterntive to what content
planned