What is Curriculum? A variety of definitions

1. But I don’t work in a classroom, what does curriculum have to do with me? What is Curriculum? A variety of definitions

2. What is a curriculum? What is a program? • A set of materials • A sequence of courses/projects • A set of performance objectives • A course of study • That which is taught in school/org • Content • Everything that goes on within the school/org including extra-class activities, guidance, and interpersonal relationships • Everything that is planned by school/org personnel • A series of experiences undergone by learners in school/org • That which an individual learner experiences as a result of schooling/org participation How do the two differ? How are they the same?

3. According to Google.com define: program, Programs are: • a system of projects or services intended to meet a public need; "he proposed an elaborate program of public works"; "working mothers rely on the day care program” • course of study: an integrated course of academic studies; "he was admitted to a new program at the university" • (computer science) a sequence of instructions that a computer can interpret and execute; "the program required several hundred lines of code”

4. More definitions of program…. • A program or programme (in management) has at least two senses: 1) A collection of projects that are directed toward a common goal, e.g., the NASA space program; 2) A broad framework of goals to be achieved, serving as a basis to define and plan specific projects, e.g. the EU's SAPARD* Programme. en.wikipedia.org/wiki/Program_(management) • Generally defined as an organized set of activities directed toward a common purpose or goal, undertaken or proposed by an agency in order to carry out its responsibilities. In practice, however, the term program has many uses and is used to describe an agency's mission, programs, functions, activities, services, projects, and processes.data2.itc.nps.gov/budget2/glossary.htm *Special Accession (attach)Programmefor Agriculture and RuralDevelopment

5. Curriculum is:Albert Oliver…Curriculum is an educational program with four basic elements 1. The program of studies 2. The program of experiences 3. The program of services 4. The hidden curriculumRobert Gagne…Curriculum encompasses 1. Subject matter (content) 2. Statement of ends (end objectives) 3. The sequencing of content 4. Preassessment of entry skills

6. Hass… the curriculum is all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice.Kerr… All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school.

7. How does curriculum/program apply to: • The university (athletics, student services, etc.) • Business/Industry Training • Other settings How do you define curriculum/program in your preferred setting?

8. But wait, there are other types of curriculum.What are they?

9. Curriculum Definitions Curriculum Planning VS Planned Curriculum (what’s the difference???) • Core curriculum • Written curriculum • Planned curriculum • Taught curriculum • Supported curriculum • Tested curriculum • Experienced curriculum • Hidden curriculum • Learned curriculum How do these terms apply to programs?

10. Basic Enrichment Structured Mastery Team Planned Nonstructured Organic Student Determined Glatthorn’s Four Curriculums Thought question... What types of curriculum do you value most? Why? What does your organization advocate? How do these terms apply to programs?

11. John Franklin Bobbitt • 1918 (wrote first textbook on curriculum) • Belief: Curriculum is an arena for social engineering. • Assumption: “Scientific” experts are qualified and justified in designing curricula based on expert knowledge of what qualities are desirable in adult members of society and it can be know what experiences would produce those qualities. Thus, curriculum is defined as the experiences that someone ought to have in order to become the kind of adult they ought to become. Curriculum is an ideal rather than reality of what will actually happen. Do you agree with Bobbitt? How do his writings influence curriculum today?

12. Bonus Section --- Review if you wish, we will not be discussing this in class unless you ask questions. Explore the research paradigm you most affiliate with and then select a curriculum development model. If you agree with Bobbit you are Technical-Scientific in nature, if not, then naturalistic is probably more your style.

13. Defining curriculum is one thing, Developing curriculum is another…. Research paradigms, value systems, and beliefs about the world in general will influence the model of curriculum planning you advocate. Which “camp” do you most readily fall into? Technical-Scientific Naturalistic OR

14. Technical-Scientific • Applies scientific methods and principles to the task of curriculum development. • Assumptions: • Reality is definable • The goals of education are knowable • A linear, objective process will yield a useful documents and high quality plans • --->

15. Deductive Process • Top down • Extensive administrator involvement • Starts by examining broader questions/purposes of education and societal needs before addressing the classroom level • Key authors: Tyler, Hass, Hunkins, WIDS • --->

16. Inductive Process • Bottom up • Curriculum development • by classroom teachers • Starts by developing individual units which will be assembled into a cohesive program • Key author: Taba

17. Tyler Model (Ornstein & Hunkins, 1993,j p. 267-8; Wiles & Bondi, 1989, p. 10) 1. Define purpose of school Identify instructional objectives 2. Relate educational experiences to school purposes 3. Organize educational experiences 4. Evaluate purposes for program effectiveness.

18. Hass & Parkay Model (Hass & Parkay, 1993, p. 294) 1. Identify context (gather data about intended learners and the human, social, and environmental variables within which learners interact) 2. Determine objectives Set goals 3. Select , Prepare, & Implement ----> Strategies and Alternatives 4. Evaluate

19. Hunkins Model • (Hass & Parkay, 1993, p. 329-32; Ornstein & Hunkins, 1993, p. 207-73) • 1. Curr. conceptualization and legitimization • built on society’s values, beliefs, knowledge bases, institutions, and artifacts • complete front end analysis: • ask philosophical questions • debate purpose of schooling • debate curriculum designs • develop master curriculum plan

20. 2. Curriculum diagnosis • Identify reasons for human performance deficiencies • Translate needs into causes • Generate goals, objectives, expected learner outcomes • 3. Content selection • Identify criteria for content selection (ie. economy, significance, validity, interest, learnability, feasibility) • Sequence content --->

21. 4. Experiencs and material selection (by teacher) • Determine methods, strategies, activities, incentives, materials, nature of educational environment • 5. Implementation • Pilot curriculum (assess curriculum not students) • Modify where necessary • Full implementation • --->

22. 6. Evaluation • Determine if curriculum is presented/taught as written and recommended (supervision function) • Furnish data so decisions can be made to continue, modify or discontinue program • 7. Maintenance • Monitor and maintain • curriculum

23. Taba Course Development Model (Oliva, 1992, p. 160-2) 1. Produce pilot units (see next slide) 2. Test experimental units 3. Revise and consolidate units 4. Develop a framework 5. Install and disseminate new units

24. Taba Pilot Unit Development Model 1. Diagnose needs - what are current gaps in student learning 2. Formulate objectives 3. Select content 4. Organize content 5. Select learning experiences 6. Organize learning activites 7. Determine what to evaluate and ways and means of evaluation 8. Check for balance and sequence

25. WIDS 1. Perform needs/task analysis 4. Develop Learning Objectives 2. Write Course Competencies 3. Analyze Course Competencies 8. Develop Course/goal Description 7. Sequence Competencies 6. Designate Core Abilities 5. Develop Performance standards 9. Specify Assessment Strategies 10. Develop Assessment/ Record Plan 14. Create A Class Syllabus 13. Layout Learning/ Lesson Plans 12. Develop Instructional Materials 11. Design Learning Activities Wisconsin Instructional Design System

26. Naturalistic • Nontechnical-nonrational approach • Assumptions: • Curriculum evolves as learners, teachers, and knowledge interact • All goals of education cannot be predefined • Content can only be tentatively selected • Learning will be based on the creation of knowledge, especially self-knowledge • Curriculum development is highly political requiring administratorsand teachers to work together • Key author: Glatthorn (naturalistic model)

27. Glatthorn Naturalistic Model • (Ornstein & Hunkins, 1993, p. 274; Glatthorn, 1987, p. 89+) • 1. Assess the alternatives - evaluate current approaches • 2. Stake out the territory • define course parameters • define learning audience • define learning activities • 3. Develop a constituency • --->

28. 4. Build the knowledge base • identify content • gather data on faculty skill and support • gather data on student audience • 5. Block the unit • select unit topics • write general objectives • 6. Develop unit planning guide • --->

29. 7. Plan quality learning experiences • Select experiences not content to be learned • 8. Develop course examination • Tell how learning will be documented (not test development) • 9. Develop learning scenarios • 10. Package the product

30. Models of Curriculum Development Technical - Tyler - Taba - Hunkins Nontechnical (Holistic) - Naturalistic - Deliberation - Six-Phase Deliberation - Postmodern

31. Naturalistic Model (Glatthorn) Assess the alternatives Stake out* the territory Develop a constituency** Build a knowledge base Block in the unit Plan quality learning experiences Develop the course examination Develop the learning scenarios * care about/ consider **construction/ component

32. Deliberation Model Considers the interrelatedness of reality means and ends affect each other Proceeds from problems to proposals to solutions Occurs within cultural contexts

33. Six-phase Deliberation Model Public sharing Highlighting agreement and disagreement Explaining positions Highlighting changes in positions Negotiating points of agreement Adopting a decision

34. Conversational Approach Social Activity Ideology, Beliefs, Values, Empowerment, Power, Consensus Dialogue and Debate Five Phases free association clustering interests formulating questions or curricular focuses sequencing questions or curricular forces constructing contexts for the focuses

35. Detachment from conventional procedures Uncertain systems and procedures Students have more work to do Critical dialogue Uncertainty/Imprecision Postmodern Models

36. Developing a Curriculum1. Curriculum Content 1.1 Organization 1.2 Criteria for selection Self-sufficiency Significance Validity Interest Utility* Learnability Feasibility *usefulness • Logical • organize content according to rules and concepts • Psychological • Experience the concrete first, then the more abstract

37. Related to the instructional component of the curriculum Will the experience do what we wish it to do in light of the overall aims and goals of the program and the specific objectives of the curriculum? Curriculum Development2. Curriculum Experiences

38. Political Arena what type of curricula will benefit what students how to select those criteria who will receive the benefit of particular curricula how to deliver those benefits School Arena Participants Governmental Participants NonGovernmental Participants Participants in Developing the Curriculum