االسماءالحسنی االهوله الاله allah,there is no god but he!to him belong the most beautiful names الله 20:8طه

ADVANCED CURRICULUM PLANNING

PROF MOYANI BIN RAZKINBY FARIBA ATAIE (G1023404)

CONTENT

• INTRODUCTION• CURRICULUM PLANNING • TYPES OF CURRICULUM• CENTERALIZED VS DECENTERALIZED CURRICULUM• PLANNING PROCESS OF CURRICULUM

INTRODUCTION

• The curriculum of a school is the formal and informal content and process by which learners gain knowledge and understanding, develop skills, and alter attitudes, appreciations, and values under he auspices of that school (Doll, 1996 p15).It is this last definition that is perhaps the most useful to educators who wish to affect and improve student learning.

Curriculum Types: Aligned

Teaching alone will not improve test scores. Teaching has to be aligned (on task) and purposive (cumulative)” (English, 2000, p. 104).

Alignment is typically understood as the agreement between a set of contentstandards and an assessment used to measure those standards

Concepts are timeless, universal, abstract and broad. The conceptual transfer of knowledge includes the application of concepts or universal generalizations across time, cultures or situations (Erickson, 2007, p. 129).

Concept-Based

Differentiated

In differentiated classrooms, teachers provide specific ways for each individual to learn as deeply as possible and as quickly as possible, without assuming one student's road map for learning is identical to anyone else’s” (Tomlinson, 1999, p. 2).

The messages of hidden curriculum may support or contradict each other as well as the written curriculum. E.g such as one person-one vote

Hidden

Guaranteed and Viable

“If teachers can lay out a sound – a viable – set of standards and can then guarantee (more or less) that these standards actually get taught, we can raise levels of achievement immensely” (Schmoker, 2006, p. 36).

LearnedThe learned curriculum is what the students actually learn from the taught curriculum. Common formative assessments assist educators in monitoring the written and taught curriculum while assessing student understanding.

The null curriculum is that which is not taught in schools.

Purposeful

“All learners benefit from and should receive instruction that reflects clarity about purposes and priorities of content” (Tomlinson & McTighe, 2006, 6).

The received curriculum is not always the intended or taught curriculum

. Each student brings their own background and prior knowledge to the classroom. Student understanding is impacted by each student’s perception of the aligned, hidden, null, spiral, and tested curricula.

Academic rigor :can be defined as the set of standardswe set for our students and the expectations we have forour students and ourselves.

The taught curriculum is what teachers actually teach in the classroom. Traditionally, the written curriculum .

The tested curriculum provides valuable feedback about each student’s understanding of essential content, concepts and skills.

CENTERALIZED CURRICULUM VS DECENTERALIZATION

Giving students a centralized curriculum empowers students to have access to the same education no matter where they live.

Centralization refers to the condition where by the administrative authority for education is vested, not in the local community, but in a central body. This central body has complete power over all resources: money, information, people, technology. It decides the content of curriculum, controls the budget, is responsible for employment, the building of educational facilities, discipline policies, etc.

Decentralization may be defined as “the transfer of decision-making authority, responsibility, and tasks from higher to lower organizational levels or between organizations” (Hanson, 1998, p.112).

Decentralization provides for persons at the scene of the action to become involved in the decision-making process. This allows for greater flexibility, and makes it possible for better decisions to be made because persons at the scene of the action are more closely related to the problem.

What is required is : A different two-way relationship of pressure, support, and continuous negotiation between higher decision making authority and local community.

Participants of curriculum planning get involved in variety of activities such as:

Discussing common problems Making decisionsDeveloping a functional philosophyStudying learners and the environmentKeeping up to date with the knowledgeStudying ways to improve instructionsCarrying research and evaluation

Decide how and where to set priorities in the use of limited human and economic resources.

Decide how to accomplish not only your short-range goals but also you medium and long-range goals

Build on the strong and successful parts of the program. As well as to identify and improve the weak parts

Reach agreement in the school community about what to do and how to do it.

It is organized thinking that helps in deciding what needs to be done, how it will happen, and who will do it.

It is the setting of priorities in the use of resources: people, money, time and materials

It is trying to anticipate the future.

It is adapting and modifying steps or processes until they work for you

REFERENCES• CURRICULUM OVER VIEW WWW.multiage –education.com structures as experienced by students. Ronald C. Doll, in his book, Curriculum

Improvement: Decision Ma ... ..• . ons, and values under he auspices of that school (Doll, 1996 p15). It is this last definition that is perhaps the …

• Author unknown. (2006). Future-ready students for the 21st century: What will a future-ready school look like? Retrieved August 2, 2008, from http://www.ncpublicschools.org/sbe_meetings/revisions/2006/pdfs/0608futurereadystudents.pdf

• • Bruner, J. (1960). The Process of Education, Cambridge, MA: Harvard University Press.• • Cuban, L. (1992). Curriculum stability and change. In Jackson, P. (Ed.), Handbook of research on curriculum (pp. 216-247). New York, NY:

Macmillan.• • Eisner, E. (1994). The educational imagination: On the design and evaluation of school programs, 3rd ed. New York, NY: Macmillan College

Publishing.• • English, F.W. (2000). Deciding what to teach and test: Developing, aligning and• auditing the curriculum. Thousand Oaks, CA: Corwin Press.• • Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking• classroom. Thousand Oaks, CA: Corwin Press.• • Hargett, V. (2004). The non-negotiables of academic rigor. Retrieved July 30, 2008,

from http://www.ncpublicschools.org/ec/development/gifted/nonnegotiables/.•

• Glatthorn, A.A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and Curriculum Development.• • Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment • K-12. Alexandria, VA: Association for Supervision and Curriculum Development.• • Marzano, R.J. (2003). What works in schools: Translating research into action.• Alexandria, VA: Association for Supervision and Curriculum Development.• • Perkins-Gough, D. (2004). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17.• • Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and

Curriculum Development.• • Sergiovanni, T.J. (1990). Value-added leadership: How to get extraordinary performance in schools. New York, NY: Harcourt Brace Jovanovich, Inc.• • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum

Development. • • Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and• understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.• • Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, IL: • The University of Chicago Press.• • Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA: • Association for Supervision and Curriculum Development.• • •

• Reporters: Sir Romel B. Macalinao,RN• Jean C. Mena,RN