VALUE ORIENTATIONS

IN CURRICULUM PROCESS
SGDC 6044 : CURRICULUM
STUDIES
LECTURER NAME:
DR. NURULWAHIDA BINTI HAJI AZID @ AZIZ

NO

PRESENTER

TOPIC

1.

MURSHID BIN ISMAIL

An Overview

2.

RUSMANI BT ABD RASHID

Learning Process

3.

RUSNIZA BT ABD RAZAK

Ecological Integration

Outline
DEFINITIONS OF CURRICULUM VALUE ORIENTATIONS

Sources of Value Orientations

LEARNING PROCESS

Types of Learning
ECOLOGICAL INTEGRATION

Characteristics
IMPLICATIONS
CONCLUSION
REFERENCES
3

CURRICULUM VALUE ORIENTATIONS

A value free curriculum created through an objective

and scientific approach to achieved ones basic beliefs
and referring to the philosophical perspective.
Traditionally, the sources of these values have been the;
a) Needs and goals of society,
b) Student need and interests, and
c) Subject matter.
(Kelly & Melograno, 2015)

CONTI

Curriculum value orientations described different value orientations

that considered the three curriculum sources.
(Jewett, A.E. and Ennis, 1990)

What students should learn, how they should learn, how they should
engage in the learning process and how learning should be assessed.
(Ennis, C.D., 1987)

Value orientations represent philosophical beliefs operationalized as

educational goals for student learning.
(Ennis, 1992)

CONTI

Curriculum scholars argue that value orientations influence curricular

decision making and determine choices in relation to content, pedagogy,
and assessment. Value orientations are a complex blend of intentions,
beliefs and actions in practice and provide the lens through which teachers
interpret and enact curriculum.
(Ennis & Chen, 1995)

Curriculum value orientations, also referred to as curriculum

perspectives, arise from beliefs and are significantly influential in
education.
(Lorna, 2011)

SOURCES OF VALUE ORIENTATIONS

DISCIPLINA
RY
MASTERY

ECOLOGIC
AL
INTEGRATI
ON

SELF
ACTUALIZATI
ON
VALUE
ORIENTATIO
NS
SOCIAL
RECONSTRUCTI
ON
LEARNING
PROCESS

LEARNING PROCESS

LEARNING PROCESS
According to Lorna, 2011; Highlights skill learning and
understanding of the associated learning principles.
Learning experiences emphasize learning progressions so
that students understand content relationships by adding
new knowledge to prior learning.
Teacher is released from the primary role of knowledge
provider to lend assistance, ask performance-related
questions or adjust task difficulty to student ability.
9

CONTI

Learning process advocates make learning interesting and

enjoyable by emphasizing each student's role in problem solving,
with the student's understanding and ability to apply and
synthesize information from the knowledge base essential to
success.
(Kilpatrick, 1918)

The focus of the learning predominately involves the synthesis of

scientific concepts and applying knowledge and skills to solve
problems.

10

CONTI
Teachers with a learning process value orientation
believe that learning how to learn is central to the
content.
The curriculum goal is to help students understand
learning principles so that they will be able to apply
the principles in learning new knowledge and skills.

11

TYPES OF LEARNING
1 Sensory- Motor
2 Cognitive
3 Problem Solving Learning
4 Affective
12

CONTI
1. Sensory Motor
Involves understanding the external world through the
senses and muscles.

2. Cognitive
Concerned with the development of ideas and concepts.
Includes all from associations between stimuli and
responses.
13

CONTI
3. Problem - Solving Learning
Involves of overcoming difficulties that appear to
interfere with the attainment of a goal.

4. Affective
Involves experiences within which emotions and
affect take precedence.
Assimilation of values, mental understanding and
emotional reactions
14

SUMMARY
How we learn is as important as what we learn.
Focus on helping students to understand learning
principles to enable them to apply them in learning
new knowledge and skills.
Develop individual abilities.
Develop problem-solving skills.
15

ECOLOGICAL INTEGRATION

16

DEFINITIONS

This orientation was first articulated by Dewey (1916,

1925) and has been analyzed and interpreted by
Colwell (1985) and Jewett and Ennis (1990).
This orientation emphasises a holistic approach where
a balanced curriculum considers students needs,
subject matter, educational context and social
concerns.
(Lorna, 2011)

17

CONTI
Learning experiences enable students to undertake and
develop critical questioning, problem solving and decision
making to respond to changes in their own lives and to
determine their own future.
(Ennis & Chen, 1992)

Teacher with ecological integration value orientation believe

that a balanced curriculum can provide relatively equal
considerations for the student needs, subject content and
societys goals.
(Jewett & Ennis, 1990)

18

CONTI
The curriculum goal is to encourage students to
search for personal meaning through participating in
various physical activities, mastering knowledge and
enhancing sensitivity to the environment in which
they live.
Each individual is a unique holistic being,
continuously in the process of becoming, seeking full
personal integration in a changing environment.

19

CHARACTERISTICS
The ecological integration approach has four characteristics;

1. Emphasize on the personal search for meaning.

2. The assumption that individual personal meaning can be
achieved only by integrating natural and social environment.
3. A commitment to a balance between societal needs and individual needs
that acknowledge the importance of subject matter in fulfilling both.

4. A future orientation.
JEWETT, ENNIS (1990)
20

IMPLICATIONS
1. Teachers
Provide insight to teacher preferences and decisions relating to planning,
pedagogy, content selection and practice, as these will be based on their
particular set of beliefs and value orientation .
Encourage teachers to become actively involve in curriculum and instructional
decision making.
Providing more opportunities for diversity and responsible decision making
within teacher preparation.
To create program that are both consistent with teachers value perspectives and
sensitive to diversity inherent in school.
21

CONTI
2. Students
Foster engagement in teaching and learning process.
Providing the varieties of learning approaches that able to
meet the needs of the students.
Helps development of students higher order thinking skills.

22

Sources of curriculum & Value Orientations

Subject-matter Content
Disciplinary Mastery
Learning Process
Ecological Integration
Nature of Individual Learner
Self-Actualization
Learning Process
Ecological Integration
Goals of Society
Social Reconstruction
Ecological Integration

23

CONCLUSION
Emphasizes the personal search for meaning.
Holistic person integrated with the total environment.
Attempt to balance the social, individual and subjectmatter emphases.
Curriculum is concerned with learning to ask and
examine critical questions.
24

REFERENCES
Ennis, C. D. (1987). Properties of purpose concepts in an operational middle school
curriculum. Journal of Teaching in Physical Education, 6, 287-300.
Ennis, C. D. (1992). Reconceptualizing learning as a dynamical system. Journal of
Curriculum and Supervision, 7, 115-130.
Ennis, C. D. (1992). Curriculum Theory as Practiced: Case Studies of operationalized
value orientations. Journal of Teaching in Physical Education, 11, 358-375.
Gillespie, L. B. (2011). Exploring the how and why of value orientations in
physical education teacher education. Australian Journal of Teacher Education,
36(9).
Jewett, A.E., Ennis, C.D. (1990). Ecological integration as a value orientation for
curricular decision making. Journal of Curriculam and Supervision, 5, 120-131.
25

Kilpatrick, W.H. (1918). The project method. Teachers College Record, 19,
319-335.
Lorna B. Gillespie. (2011). Exploring the how and why of Value
Orientations in Physical Education Teacher Education. Australian Journal
of Teacher Education, 36 (9), 21 38.
Luke E. Kelly & Vincent J. Melograno. (2015). Developing The Physical
Education Curriculum. United States of America.
Ornstein, A., & Hunkins, F. (2013). Curriculum Foundations,
Issues (6th Ed.) Boston, MA: Pearson/Allyn and Bacon.

Principles and

26