Transcript Curriculum Development
CURRICULUM DEVELOPMENT
An Overview July 23, 2012
Prema Gaikwad
BASIC QUESTIONS IN EDUCATION
QUESTION AREA DIMENSIONS
WHY?
Philosophy reality, truth, values WHO?
Foundations history, sociology, psychology WHAT?
HOW?
WHEN?
WHERE?
Curriculum Instruction Administration scope, sequence, pacing climate, methods, means personnel, facilities, finances
The Curriculum Cycle
Needs Assessment Evaluation Development Implementation Orientation
Components of the Presentation
A. Curriculum as a Process and Product B. Curriculum Participants C.Curriculum Development Models D. Curriculum Designs
A. Curriculum as a Process and Product
Curriculum processes and products
May be found at two stages Like a blue print and a building
Processes Writing/Creating Curriculum Documents Instruction Similar to creating a Blue print Similar to constructing a building
Products Curriculum Document Learning Outcomes Similar to a blue print Similar to a building
Types of Curriculum Activities
Transform theory and knowledge into practice Looking at the past, chart directions for future curriculum practices Conduct research on curriculum issues Write curriculum documents Provide leadership to teachers Teach Evaluate curriculum
Types of Curriculum Documents: Some Examples
Philosophy statements Content standards documents Curriculum frameworks Teacher’s guide Scope and sequence documents Curriculum guides Text books Grade-level or course plans Instructional units Lesson plans
B. Curriculum Participants
Stakeholders
Who are they?
Why are they important?
How do you identify them?
How do you involve them?
What should be their roles/responsibilities?
What are the consequences for non-involvement?
Stakeholders Who should you involve?
Those with formal power to make a decision Those with power to block a decision Those affected by the decision Those with relevant information or expertise
A List of Typical Stakeholders
Curriculum Specialists Other Specialists Administrators Teachers Parents Students Community Members Faceless Members
C . Curriculum Development Models
TYLER’S CURRICULUM DEVELOPMENT MODEL Based on his book, Basic Principles of
Curriculum and Instruction)
The Tyler Model
The nature & structure of knowledge The needs of the society The needs of the learner
Fundamental Questions in Developing Curriculum
1.
What educational purposes should the school seek to attain?
Fundamental Questions in Developing Curriculum 2.What educational experiences can be provided that are likely to attain these purposes?
Fundamental Questions in Developing Curriculum
3.How can these educational experiences be effectively organized?
Fundamental Questions in Developing Curriculum 4.How can we determine whether and to what extent these purposes are being attained?
Curriculum Development Process
Philosophy of Education
Goals & Aims General Instructional Objectives Specific Instructional Objectives & Outcomes Task Analysis & Content Selection Learning Activities
Glatthorn’s Model Curriculum Planning Council Task Forces Curriculum Writers School Board Superintendent Principals Instructional Planning Teams Citizens ’ Curriculum Advisory Council School Curriculum Council
Hilda Taba
’
s Model
An inductive model with five major steps
Taba believed that those who teach the curriculum should be the ones to develop it.
The model uses a grass roots approach
1.
a.
b.
c.
d.
e.
Steps—Taba’s Model
Teacher prepares pilot teaching units Diagnosis of needs Formation of objectives Selection of content Organization of content Selection of learning experiences f.
g.
Organization of learning experiences Evaluation
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Trying out of units (teaching) Revising and consolidating Developing curriculum guides Installing and disseminating new units—in-service training
D. CURRICULUM DESIGNS
Design: Arrangement of the parts of the curriculum
Four Components of a Design
Objectives Content Methods Evaluation
Two Organizational
Horizontal
Dimensions
– Scope—the “ what ” of the content or the breadth of the curriculum—concepts included in the curriculum – Integration—relationship of topics to each other, including topics in other subject areas
Vertical – Sequence—the “ when ” of the content, the order in which concepts are arranged and taught; several ways of doing it: Simple to complex Familiar to unfamiliar Concrete to abstract Geographically near to far Chronological Part to whole Whole to part
Vertical – Continuity—planned repetitions of the content at successive levels; Jerome Bruner ’ s idea of “ spiral curriculum ”
Other Design Terms
Articulation—connecting elements of horizontal and vertical aspects Balance—The weight given to different content areas Relevance—For immediate or remote use
Three Types of Designs
Subject Centered Design Student Centered Design Society/Problem Centered Design
Subject Centered Designs
Separate Subject Design – Curriculum is organized into various subject areas – Most popular – Convenient to prepare materials and teach Familiar for teachers and parents Assessment is easier Disadvantage is in segmentation or separation of subjects
Broad-fields Design – Also called interdisciplinary design – – – – Variation of subject-centered to correct fragmentation Integrate content that fit logically Social science—geography, history, economics, etc.
General science—biology, chemistry, physics Language arts—grammar, literature, spelling, composition Becoming more popular Disadvantage of superficial depth
Correlation Design – Midpoint between separate subject design and broad-fields designs – Combines two or more subjects such as English literature and history; science and math – Identities of both are retained – Very few are using today Difficult for scheduling Rare to find experts in both areas at the same time
Fusion Design – Combines two subject areas without retaining their identities – More recent trend – Examples—biophysics, genetic engineering
Student-centered Designs
Child-centered – Mostly found in elementary levels – Integration through units of lessons—thematic instruction
Humanistic Designs
– Building blocks of curriculum—list of characteristics Accepting self, others, & nature Possess spontaneity, simplicity Openness to different experiences Possession of empathy Developing decision making
Humanistic Designs
– Examples of schools: Waldorf, Sudbury – Adventist schools are also designed primarily for character development
Core Curriculum Designs
– Required of all students – Emphasis on social social needs – Mainly used in middle school and high school levels
Society/Problem Centered Design Activities or experience curriculum – Emphasizes social skills – Involves students directly in solving problems in society Needs of Society Curriculum – Emphasizes vocational and career training – Instruction in the school caters for adult world of work