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REPORTER: Santiago Sidro

Catherine M. Yape
SUBJECT: ADVANCED CURRICULUM DEVELOPMENT
TITLE: “NON-TECHNICAL AND NON-SCIENTIFIC APPROACH – OPEN
CLASSROOM MODEL”

INTRODUCTION

Nontechnical‐nonscientific approach (Ornstein & Hunkins, 2009, pp. 220 ‐221) resembles
the architectural principle that indicates form follows function. The non-technical/non-scientific
curriculum developer takes into consideration the types of students that would greatly benefit
the learning process. The curriculum is transposed to the student but still retain the basic
components.
The term "open classroom" or "open education" refers to a student-centered approach
to education that employs informal teaching techniques in a flexible learning environment.
Students are involved in the planning, implementation, and assessment process in student-
centered classrooms. Involving the learners in these decisions places more responsibility on
them, which can be beneficial for their growth. Putting students at the center of their own
learning necessitates their participation. This method of open classroom promotes student
participation, encourages teamwork, and improves discipline.

A student-centered classroom, also known as a student-centered learning environment, is one

in which the focus of training is shifted from the teacher to the student, with the aim of
boosting autonomous and independent students by placing the responsibility of learning in the
hands of the students. This method is believed to be one of the most effective ways to help
students develop the skills needed for individual problem-solving and lifelong learning.

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OBJECTIVES:

Differentiate non-technical and non-scientific

Discuss the most recognized non-technical and non-scientific models
Discuss how to develop an open classroom approach or student teacher environment
Discuss the advantages of open classroom model

DISCUSSIONS:

Non-Technical/Non-Scientific Approaches evolved as avant-garde and experimental

philosophies and politics; they tend to challenge established, formalized education practices and
be more fluid and emergent.

Tends to challenge traditional theories and practices and reflects the more progressive
views about education. Is often used when the major source of curriculum content is the needs
and interests of the students or needs of society and culture intended learning outcomes are not
stated at the outset. It is a simply subjective, personal, aesthetic, heuristic and transactional. It is
also a stress on learner rather than output. It is also emphasizing activity-oriented approaches to
learning. Curriculum should evolve rather than precisely planned.

The components are subject matter, objectives, learning experiences, and evaluation.
The curriculum developers would address and design the function as stated goals and
objectives. In this approach the curriculum developer uses the students’ uniqueness as the form
of the curriculum rather than using subject matter. The use of activities becomes the learning
experiences for the students. Unlike the other approach, where there is a time frame for the
subject matter, this approach has no particular time frame because the curriculum is always
evolving. The important concept is that the students are actually creating and participating in
their own learning process. In developing the curriculum, consideration must include that the
objectives have no end results since many students would likely venture onto another interest
without completing the last objective. Due to the nature of the students’ uniqueness, it would
be impossible to measure their goals and objectives.

Humanistic Approach
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- Emphasizes the personal worth of the individual, the centrality of human values and
the creative, active nature of human beings. The approach is optimistic and focuses
on the noble human capacity to overcome hardship, pain and despair.
- rooted in the progressive philosophy and child-centered movement.
- It considers the formal or planned curriculum and the informal or hidden curriculum.
- It considers the whole child and believes that in curriculum the total development of
the individual is the prime consideration.
- Learner is at the center of the curriculum
- Curriculum committees are bottom-up and students often are invited into curriculum
meetings to express their views.

Reconceptualist / Postmodernist Approach

- “exploring the meaning of one’s own religious life in relation to both those who share
that life and those who so not” (Scott, 1984). It appreciates the value of other
religions, philosophies and cultures, aiming to learn from and enrich one another.
- Largely extends the humanistic approach
- They see the school as the extension of society and students as capable of changing
society
- Concerned chiefly with change and reform
- They see current curricula as overly controlling and designed to preserve the existing
social order and its inequalities.
- Rooted on in the philosophy of social activism

Approach in General
- Post modern; view world as a living organism, not a machine (relatively new so has
less models)\
- Focuses on the learner, emphasizing activity-oriented approach to teaching and
learning
- Views students as active participants in the learning process versus passive recipients
of knowledge.
- Developers assert that much of what a curriculum accomplishes is not fully reflected
by test scores
- Learning is holistic; cannot be broken into discrete parts or steps.
- Instead of developing curricula prior to students arrival in school, teachers are
student’s colearners.

Most recognized non-technical/non-scientific models

1. Deliberation models – it is a process of negotiation among those with different points of view
and value systems in order to find a satisfying solution. (Banathy, 1987, pp.93).
2. Allan Glatthorn: Naturalistic Model
It contains eight steps:
 Assess the alternatives

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 Stake out the territory

 Build a knowledge base
 Develop a constituency
 Block in the unit
 Plan equality learning experiences
 Develop the course examination
 Develop the learning scenarios
3. Post Positivist-Post Modern Model

“FOCUS ON THE PROCESS AND PERSONAL RELEVANCE FOR THE STUDENT,

LEARNER CENTERED AND PROBLEM DESIGN.

OPEN CLASSROOM MODEL

- Is based on activity curricula. William Kilpatrick believed that advance planning of
the curriculum is inappropriate educational practice. Halt (1972) stated that the open
classroom is an environment in which the activities of the learner’s stem from their
interests, allowing the teacher to control the curriculum. Rather, it has to create an
environment in which the activities of the students arise naturally from their interests.
- Halt said that the more we interfere with their work, the less time we leave them to
find ways to identify and satisfy their real needs, the more we teach them, the less we
understand.

ROGER MODEL (Interpersonal relationship)

- Carl R. Roger gave a model for human behavior changes that can be used for
curriculum development. He laid emphasis on human experiences rather than on
subject matter or learning activities. It is used to solve individual and group problems.
- This is used to explore group experiences. According to him, through group
experiences, individuals get an opportunity to know themselves and each other
completely, which is not possible to know in other social situations, but trust is
generated through openness and honesty. With the help of which each participant can
select and test innovative and constructive behaviours.

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Conclusions:
 Curriculum is continuously evolving instead planned precisely
 Subject matter has value if the student finds meaning in relation to their real world
experiences.
 Post modern; view world as a living organism, not a machine (relatively new so has less
models)
 Focuses on the learner, emphasizing activity-oriented approach to teaching and learning.
 Views students as active participants in the learning process vs. passive recipients of
knowledge.
 Developers assert that much of what a curriculum accomplishes is not fully reflected by
test scores.
 Learning is holistic; cannot be broken into discrete parts or steps.
 Instead of developing curricula prior to students' arrival in school, teachers are students'
colearners.

ASSESSMENT:
1.
REFERENCES:
- Introduction to the Open Classroom Approach (teachmint.com)
- Ornstein, A. C., & Hunkins, F. P. (2009). Curriculum: Foundations, Principles, and
Issues (5th ed.). San Francisco: Pearson Education, Inc

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Objectives:
Non technical and non scientific approach
Difference
Open classroom model
Roger’s model: Interpersonal relation

Non technical non scientific approach

- Considers that the curriculum evolves rather than being planned precisely. Subject
matter has importance only if the students can find meaning in it for himself or
herself.
- Stresses subjectivity, personal, aesthetic and transactional
- They stress the learner not the content through activity oriented approaches to
teaching and learning.
- They stress that not all ends of education can be known nor need to be known in all
cases. The focus is the learners.

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