Transcript Curriculum Design and Evaluation

Curriculum Design and
Evaluation
Session One
Introduction
• Syllabus review
• Introduction
– Name
– Level you teach
– Area you teach
– Where you teach
Activity
• If education was built in a marsh or other soft
area, and Pillars were driven far into the
ground to support it
• If each pillar represented a facet of education
that was necessary what are some of the
pillars that are needed for a great education
or school?
Pillars
• Obviously since this is a
curriculum class,
Curriculum is a Pillar
• What others?
Others
• Scheduling
• Discipline
• Order/Structure
• What are some Others
Activity
• Define what curriculum is to you?
What is it?
• Narrowly defined it is the study of subjects
taught- Science, Reading, Math Physical
Education
• More broadly defined it is experiences
necessary for individuals of a society to havesocial skills, problem solving, communication
What is it?
• It is designed for both present and emerging
purposes
• It is Dynamic- always changing and adjusting
to:
– Complexities of the subject
– Deeper understandings
What is it?
• Has curriculum changed between the time
you were in school and what you currently
teach?
• Were you prepared for the future?
• Can we do that Now?
Approaches to Curriculum
• Six main Approaches
– Behavioral
– Managerial
– Systems
– Academic
– Humanistic
– Reconceptualist
Approaches to Curriculum
• Most people do not follow one approach, but
have an holistic or a metaorientation of
curriculum
• It encompasses their personality, personal
philosophy, psychological theory
• Master educators do not have one view
A Personal Approach
• A personal Approach
may look like this
• The problem is when
your philosophy is like
this and the
organization is different.
This conflict cause
problems
Conflict
• Usually does not happen with new teachers
• Often occurs between an organization or
person that views curriculum in a technical/
scientific way and the organization or person
views it in an more avant-garde or
nontechnical or scientific manner
Behavioral Approach
• The oldest and most widely used approach for
curriculum design and development
• Includes step-by-step strategies for
formulating curriculum- it includes models
and paradigms
– Goals and objectives
– Content is sequenced to coincide with objectives
– Learning outcomes are tied to goals and
objectives
Behavioral Approach
• The model is what everything is compared to
• Used for more than 90 years
• Based on a business model as if schools were
a factory
• Concerned about efficiency
• The goal of this model is to reduce teaching
and learning to precise behaviors ( that
anybody could do)
Behavioral Approach
• How do schools deal with efficiency? What are
some things they do?
Behavioral Approach
• How schools deal with efficiency?
– Make class sizes larger
– Hire fewer administrators
– Reduce teacher salaries ( hire less trained and
inexperienced teachers)
– Others
Behavioral Approach
• The initial Behavioral curriculum were tedious
( Bobbitt).
• Objectives took small increments and moved
slowly
• They were criticized for all of their objectives
• The later models were more practical
Behavioral Approach
• The later models were more practical
– They cut back on the lockstep model
– Made the objectives broader
– Tied the objectives to the organization’s ( school
of district ) philosophy or mission
– Took into consideration learner needs
Behavioral Approach
• Strategies that were associated with this
model were
– Drill and Practice
– Direct Instruction
– Monitoring progress
– Prompt feedback
• What are the pros and cons of these
activities?
Managerial Approach
• The Managerial approach is an offshoot of the
Behavioral approach, however they do so in a
more practical manner
• One problem is each time it was revised it got
longer
• Consideration is given to
– Schedules
– Space ( rooms )
– Resources and equipment
– Usually involves a group process with a committee
Managerial Approach
• Like the behavioral approach, it relies on a
logical steps
• An emphasis Is placed on change, on the
committee being a change agent
• Driven very much by a curriculum specialist
sometimes the superintendent
• Often named after the area- ex. “The Portland
Plan”
Managerial Approach
• Popular in the 50s and 60s
• Under this plan, administrators had to be very
strong in curriculum
• Curriculum ideas became political issues
Systems Approach
• Very top-down driven
• Viewed in the sense of a flow chart- who did
what where
• In business and the military, the systems
approach meant each cog ( person in the total
system) understood their specific role
• Schedules, resources are planned to change
people’s behavior
Organizational Chart
• An organization chart is the standard way to
convey information. The Department of
Labor has a good one. These charts reflect
Weberian theory of hierarchy. They also
reflect Scientific Management and the
Principles School. Here are theoretical
concepts and how the chart shows
them. Frederick W. Taylor was a leader in
Scientific Management.
Organizational Chart
• • Hierarchy: start at top
with president, mayor,
director
• • Graded authority:
subordinate officials are
below•
• Fixed jurisdiction: boxes•
Unity of command: lines
cannot cross, no dotted
lines•
• Specialization: boxes•
• Span of control:
shown with wires•
Highly rational: boxes
in right place
• • Vertical
communication: wires
Organizational Chart for a School
District
Line and Staff Relationships
• Work is divided into specialized tasks
and standardized. The hierarchy of
authority ( the right to direct ) and
responsibility ( the obligation to
perform ) is the chain of command.
Line authority is linear and derived
from position, staff authority is an
advisory relationship.
High School Organizational Chart
Principal
Athletic Director
Coaches
Assistant Principal
Grades 12
Department
Head
Teachers
Counselor
Assistant Principal
Grades 11
Department
Head
Teachers
Counselor
Assistant Principal
Grades 10
Department
Head
Teachers
Counselor
Head custodian
Grades 9
Custodial Staff
Elementary School
Principal
Counselor
Lead Teacher
Teachers
Parent Teacher
Organization
Grade Chairs
Systems Approach
Organizational Charts are a a direct influence of this model
• Below is an example of a policy from a district
• POLICY STATEMENT
• Lines of authority and responsibility (line relationships) are necessary so
that all district staff clearly know to whom they are responsible and
under whose direction or authority they work. These lines are not meant
to restrict cooperative working relationships and/or communications
between staff persons; they are intended to help each staff person know
how to work more effectively with others if everyone's authority and
responsibilities are clearly known.
• The Superintendent shall be directed to clearly establish a system of line
and staff relationships that foster the development of the best possible
school programs and services.
Systems Approach
• Large district use them often
• Some are off the shelf models
• TQM ( Total Quality Management) is a famous
approach promoted by Edward Demmings – it
has a different shift with team responsibilities
and a concern for the students
Systems Approach
• TQM ( total Quality Management in relation to
curriculum development is concerned with
such things as profound Knowledge
• Profound Knowledge is based on:
– Systematic thinking
– Theory of variation
– Theory of knowledge
– Knowledge of psychology
Systems Approach
Profound Knowledge
• Systematic thinking- allows each individual to know
their role and how it interplays with others and what
the end goals is
• A fourth grade teacher- see how what she did effects fifth graders and
the finally the finished product
• Theory of variation- it recognizes that each individual
in the system possess unique knowledge that is
essential for the system to work. It is essential that the
individuals communicate, respect and cooperate with
each other.
– If you have ever seen the opposite, you know that this is a
disaster, if you have seen it, you know it works
Systems Approach
Profound Knowledge
• Theory of knowledge- it is essential that people in
the system are knowledgeable about their subject
matter.
• Must know your subject matter
• Knowledge of psychology- optimizes the the
participation and learning of the students
– Must understand how to teach and relate to others
Academic Approach
• People who use this approach tend to be
historical or philosophical and less concerned
with the practical and social
• Usually very theoretical and concerned with
scholarly aspects
• Text that were developed using this model
tended to be weak, It tended to overwhelm
beginning
Academic Approach
• This approach has partially returned in recent
times
– Emphasis is placed on understanding how
knowledge is constructed, deconstructed and
reconstructed
– This method was very concerned with presenting
a broad variety foundational issues related to the
topic, such as historical, philosophical , social and
political
Humanistic
• Was a response to the rigid technical
approaches
• It emphasizes;
• the personal and social aspects
• The artistic, physical and social aspects of the
subject matter
• Part of the child center movement
Humanistic
• Many products of this
approach still exist such
as:
• Lessons based on life
experiences
• Group games
• Artistic endeavors
• Dramatizations
• Field trips
• learning centers
• Creative problem
solving
• Active student
participation
• socialization
Humanistic
• Many products of this
approach still exist such
as:
• Lessons based on life
experiences
• Group games
• Artistic endeavors
• Dramatizations
• Field trips
• learning centers
• Creative problem
solving
• Active student
participation
• Socialization
• Became popular again
in 1970s- alternative ed
Humanistic
• Curricularist who believe in this support
cooperative learning, independent learning,
social activities, small group learning
• They are against competition and teacher
directed activities, large group instruction
Humanistic
• Curricularist who support this develop
curriculum with the support of teacher’s input
in the curriculum development
• Curricular committees are bottom –up
Reconceptualist Approach
• Very like the humanistic approach
• Concerned with change and reform
• Specifically concerned with the interaction
with politics, economics, social and moral and
artistic forces
• School is an extension of society and the best
way to improve society
Hidden/Unplanned Curriculum
• Every district has a document planned
curriculum some also have a unplanned
curriculum also called the informal or the
hidden curriculum
• Sometimes this unplanned curriculum is more
operational, as teachers try and implement
the planned curriculum they realize it is
flawed or lacking and do things not on the
book
Hidden/unplanned Curriculum
• I have seen teachers use old basal series or
supplement it with other material bought or
Teacher made
• The hidden curriculum is more insidious than
this. It develops and often conflicts with the
stated curriculum usually from a strong peer.
Hidden Curriculum
• Some examples might include:
– An over emphasis on grades promotes cheating
– An over emphasis on discipline promotes overly
passive or compliant behavior
Curriculum Theory
• Theory is the most advanced views about
curriculum in the field
• However, theory and practice do not always mesh
• It is very important that when using the newest
theory you take this into consideration- This is
why Teachers as part of the process is importantSometimes teachers are resistant to change and
fight new ideas, So there needs to be a balance
Curriculum Theory
• “Theory should provide a framework with
which to conceptualize and clarify important
problems and techniques.” Deker Walker
Responsibilities of Curriculum Workers
• Develop technical methods
and tools
• Blend theory building with
practice
• Agree on what is involved
with curriculum and design
• Be a change agent
• Create a mission or goal
statement to focus
behaviors
• Be open to new curricular
trends
•
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Confer with parental, community,
and professional group
Encourage colleagues to solve
professional problems
Develop a program for continuous
curriculum Development
Balance subject area and grade
levels and integrate them into the
total Curriculum
Understand current research in
teaching and learning
Students role?
• How should the students be involved in
curriculum development and evaluation?
Teachers role
• Should be involved in almost every phase
– Develop
– Implement
– Evaluate
• Use a bottom-up approach
Principal's Role
• Conflicting opinions on this
• Most curriculum experts feel that it is the role of
the principal to be the curriculum leader
• Most principals feel it is their role, but that they
do not spend enough time with it.
• They often assign it to a subordinate
• On the other hand, Most teachers feel that
principals are incapable of curriculum leadership
and do not want their assistance in in these
technical areas