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