Curriculum Development

5/20/2018 Curriculum Development

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CURRICULUM DEVELOPMENT


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CURRICULUM DESIGN

Curriculum

design

Technical-

scientific

approach

Models of

Bobbit andCharters

The Tyler Model

The Taba Model

The Backward-Design Model

The Task-

Analysis Model

Nontechnicalnonscientific

approach


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TECHNICAL-SCIENTIFIC

APPROACH Began around 1900

Stresses students learning specific subject matter with specific

outputs

Applies scientific principles and involves detailed monitoring of

components of curriculum design Prioritize knowledge acquisition


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The Models of Bobbit and

Charters

Franklin Bobbit: Developing curriculum = planning a persons route to growth,

culture and that individuals special abilities.

First task: discover the activities, abilities and qualities which

ought to make up the lives of students.

Educational objectives are derived from this activity analysis.


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Werrett Charters: changes in the curriculum are always preceded by

modifications in our conception of the aim of

education. 4 steps of curriculum construction:

Selecting objectives

Dividing them into ideals and activities

Analyzing them to the limits of working units Collecting methods of achievement

Curriculum could contain both primary and derivedsubjects. Primary subjects : directly required by a particular

occupation.

Derived subjects : service subjects which are important notbecause they are directly useful in the performance ofactivities, but because they are derived from materialwhich has practical service value.


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Bobbit and Charters:

Initiated a concern for the relationships among goals, objectives and

activities. They regarded goal selection as normative process and selection of

objectives and activities as empirical and scientific.

They indicated that curricular activity can be planned and

systematically studied and evaluated.


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The Tyler Model : Four Basic

Principles Those involved in curriculum inquiry must try to :

Determine the schools purposes

Identify educational experiences related to those purposes

Ascertain how the experiences are organized

Evaluate the purposes Purposes = general objectives

The objectives can be identified by gathering data from the subject

matter, the learners and the society.

The identified objectives can be refined by filtering them through

school philosophy and the psychology of learning.


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Learning experiences had to take into account learners perceptions

and previous experience.

The experiences had to be organized and sequenced systematicallyto produce a maximum cumulative effect.

Ideas, concepts, values and skills should come together into

curriculum.

The evaluation is important in determining the effectiveness of theprogram.


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Critics on Tylers model

Too linear

Too reliant on objectivity

Based on assumption about cause and effect

Nevertheless, this approach remains popular with school district

personnel and influences universities.


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The Taba Model : Grassroots

Rationale

Believed that teachers should participate in developing curricula =

grassroots approach

Advocated inductive approachteachers create specific

teaching-learning units for their students and then build to a

general design.

Taba Model entails 7 steps:


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Diagnosis of needs

Formulation of objectives

Selection of content

Organization of content

Selection of learning experiences

Organization of learning activities

Evaluation and means of evaluation


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The Backward-Design Model Advocated by Grant Wiggins and Jay McTighe.

This model begin with a statement of desired results.

Stage 1 : identifying the school programs goal.

3 levels in the stage 1 :

Consider goals and checks on national, state and local content

standards

Select contentvaluable information and skills that might lead

students to desired results

Narrowing the content possibilities


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Stage 2 : determining the evaluation of curriculum

Teachers think like an assessors before developing curriculum units and

lessons.

Assessment methods (e.g. : informal checks, observations, dialogues,

quizzes, tests and projects).

Stage 3 : planning instructional activities

Knowledge and skills needed to succeed

Activities to master requisite knowledge and skills

Contents need to be taught, ways it should be taught Materials to foster student success

Overall design fulfill the principles


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The Task-Analysis Model

Subjectmatter (content) analysis: Information gained in subject matter is recorded in the master design

chart.

This information covers important facts, concepts, rules, laws,

generalizations, theories and so on.

The master design chart consists of row for each topic + columns forthe degrees of emphasis of the topics + learning behaviours the

students must exhibit


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After completing the chart, it is necessary to identify the

relationships among the content topics, concepts, generalizations

and so on.

In determining the relationships, we reflect on how to construct the

curriculum unit.


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Learning analysis:

It encompasses activity analysis .

Addresses the sequence of the learning activities.

The curricularists rely on the research results of cognitive psychology to

accomplish learning analysis.

The research enables us to determine the curricular contents and

experiences.

Next, the curriculum developer creates a master curriculum plan that

synthesized the information obtained.


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The selected content and determined specific objectives are

studied with regard to that content.

The objectives deal with the cognitive, affective and (sometimes)

psychomotor domains.

The sequence of the objectives is linked to the sequence of the

selected content and learning activities.

The master plan also indicate educational materials and evaluation

methods.


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Selecting CurriculumContent


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Selecting Curriculum Content

Curricularists must determine what knowledge students needin order to succeed.

What knowledge is of most worth in the global and digitalworld?

2 obvious truths: Useful knowledge is both culturally and historically specific

The skill level for using selected knowledge varies withindividualsinterests and needs.


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The challenge: schools are responsible for creating

progammes of study for a local community, a national society,

a global society; educators are selecting content for

anticipated, imagined, emerging, expanding and contracting

societies. Selecting content from 2 worlds: real and virtual.


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There are many dominant cultures that are constantly

interacting.

Numerous learning styles.


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Conceptions of Content

Curriculum planning must select content that enables

students to learn the most.

Supply info that relates to studentsconcerns.

Contents should be organised -> students find the info useful

and meaningful.

Curriculum planners must take into account how well it

addresses studentscognitive, social and psychological

dimensions.


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Organisation of Content

Within any knowledge domain, concepts are organised into

specialised networks.

Content can be organised in logical, psychological, political, or

practical terms.


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Curriculum planners who:

use logical orientation organise content according to certain rules

and concepts.

use psychological organisation focus on how students learn or

process info. behaviourists think that content should be selected and

organised so that correct responses are reinforced.

Cognitivists think that content should prompt students to

analyse, hypothesize, investigate, identify patterns, and draw

conclusions. In terms of political aspect, content should be sequenced so that

emphasis is given to topics and people important to various

pressure groups.


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Content should be organised from the concrete to the

abstract.

Practicality- cost effectiveness, eg. the expense of structuring

the content in a particular way.


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Criteria for Selecting Content

Regardless of their curriculum design preferences or their

philosophical orientations, curriculum planners must apply

criteria in choosing curriculum content.


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Self-sufficiency

learners can actualise their potential and crystallise their

identities.

furnishing content that enables learners to connect their

intellectual, emotional, and spiritual selves. allow learners to transform themselves into more complete

individual and social beings.


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Significance

Content to be learnt is significant which means it can contribute

to the basic ideas, conceptsm principles, generalisations and so

on of the overall aims of the curriculum.

Considering the development of particular learning abilities,skills, processes and attitudes formation.


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Validity

The authenticity of the content selected.

Validity must be verified at the initial selection of curriculum

content and it must be checked at regular intervals through the

duration of the curricular programme to determine if contentoriginally valid.

It means something is either accurate or inaccurate.


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Interest

The content is meaningful to learnerslife.

The childrens interest should determine the curriculum.

To allow for pupilsmaturity, their prior exeperiences, the

educational and social value of their interests and the way theyare expected to interact within society.

Must contribute to the welfare of the pupils.


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Utility

The usefulness of the content.

To those fovoring the subject-centered design is often judged interms of how the content learnt enables pupils to use thatknowledge in job situations and other activities.

To those favoring the learner-centered design is related to attainmeaning in their life.

Problem-centeredcontent has direct application to ongoing life.


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Utility

Two types:

Current utilitypupils must learn for immediate application to be

successful in their current lives.

Future utilitygetting pupils to be futurists themselves, to engage in

futures planning, to assess future consequences of current and

emerging trends.


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Learnability

relates to the optimal placement and appropriate organisation

and sequencing of content.

Feasibility

The allocation time, the available resources, the expertise ofcurrent staff, the nature of the political climate and so on. (page

207)


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Selecting CurriculumExperiences


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Selecting Curriculum

Experiences Must consider not only content, but also how pupils

experience that content.

Must consider instructional strategies and educational

activities.

Purpose- impart knowledge, enhance pupilsvalues andattitudes, abilities to think critically and creatively, and desire

to learn individually and collaboratively.


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Experiences Should nurture the enhancement of intellectual activities in

both hemispheres of the brain.

Eg. Thesequential, literal, functioanl, textual and analytic

Stimulate pupilsexcitement in adapting to and managingcomplexity, celebrating uncertainty and rewarding intellectualrisk taking will serve pupils.

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Experiences Should go from didactic teacher presentation to teacher-

student, student-student, and student-outside expert

interactions.

With such balancing, pupils attain a greater understanding of

themselves as individual pupils and members of groups, bothlocal and worldwide.

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Experiences Educators and curriculum planners are striving for best

practice and attempting to attain high standards.

Must realise that content and experiences are inseparable.


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Selecting Educational

EnvironmentsThe learning environment is a complex, living reflection of a

teachers values

An educational environment is a representation of values from

communities of persons, seen and unseen.


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Environments An educational environment represents a milieu in which

teachers andstudents engage in mutual communication about

content and mutually participate with educational materials

and technological programmes to attain meaningful

educational experience. Eg. Children who experience a creative environment are much

more likely to be stimulated, to realise their potential, and to

be excited about learning.


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Environments An environment must be arranged both physically and

conceptually to challenge the breadth and depth of pupils

abilities and interests.

An environment must be created and orchestrated so that

pupils feel intellectually safe; so that purposeful pupils

activity is stimulated.

A classroom is a biosphereas an ecosystem; completely

natural.


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Environments The educational environment must develop an

ecocentric ethic; a school particular culture; the

relationship among all the people within the school and

outside the school.

Eg. In an ecocentric school, pupils interact withinstitutions and social practices.

The educational environment should be considered and

developed so that pupils acquire knowledge and

understanding at deep conceptual levels explicitly andimplicitly.

Curriculum Development

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