CURRICULUM DEVELOPMENT An Overview July 23, 2012
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CURRICULUM CURRICULUM DEVELOPMENT DEVELOPMENT An Overview An Overview July 23, 2012 July 23, 2012 Prema Gaikwad Prema Gaikwad
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CURRICULUM DEVELOPMENT An Overview July 23, 2012. Prema Gaikwad. BASIC QUESTIONS IN EDUCATION. The Curriculum Cycle. Components of the Presentation. Curriculum as a Process and Product Curriculum Participants Curriculum Development Models Curriculum Designs. - PowerPoint PPT Presentation
Transcript of CURRICULUM DEVELOPMENT An Overview July 23, 2012
CURRICULUM CURRICULUM DEVELOPMENTDEVELOPMENT
An OverviewAn OverviewJuly 23, 2012July 23, 2012
Prema GaikwadPrema Gaikwad
BASIC QUESTIONS IN EDUCATION
QUESTION AREA DIMENSIONS
WHY? Philosophy reality, truth, values
WHO? Foundations history, sociology, psychology
WHAT? Curriculum scope, sequence, pacing
HOW? Instruction climate, methods, means
WHEN?
WHERE?
Administration personnel, facilities, finances
The Curriculum Cycle
Components of the Components of the PresentationPresentation
A.A. Curriculum as a Process and Curriculum as a Process and ProductProduct
B.B. Curriculum ParticipantsCurriculum Participants
C.C. Curriculum Development Curriculum Development ModelsModels
D.D. Curriculum DesignsCurriculum Designs
A. Curriculum as a Process and A. Curriculum as a Process and ProductProduct
Curriculum processes and products
May be found at two stagesLike a blue print and a
building
Processes
Writing/CreatingCurriculum Documents
Instruction
Similar tocreating aBlue print
Similar toconstructinga building
Products
CurriculumDocument
LearningOutcomes
Similar toa blue print
Similar toa 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?
StakeholdersWho 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
CC. Curriculum Development . Curriculum Development ModelsModels
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?
Philosophy of Education
Goals & Aims
General Instructional Objectives
Specific Instructional Objectives & Outcomes
Task Analysis & Content Selection
Learning Activities
Curriculum Development Process
Glatthorn’s Model
School Board Citizens’ Curriculum Advisory CouncilSuperintendent
Curriculum Planning Council
Task Forces
Curriculum Writers
Principals
Instructional Planning Teams
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
Steps—Taba’s Model1. Teacher prepares pilot teaching
unitsa. Diagnosis of needsb. Formation of objectivesc. Selection of contentd. Organization of content e. Selection of learning experiencesf. Organization of learning experiencesg. Evaluation
2. Trying out of units (teaching)3. Revising and consolidating4. Developing curriculum guides5. Installing and disseminating
new units—in-service training
D. CURRICULUM DESIGNS
Design: Arrangement of the parts of the curriculum
Four Components of a Design
ObjectivesContentMethodsEvaluation
Two Organizational DimensionsHorizontal
–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 DesignStudent Centered DesignSociety/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
An Example of a School An Example of a School Curriculum Framework Curriculum Framework
