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Curriculum Planning: A Collaborative Effort for Multi-level Development

Explore the multi-level process of curriculum planning, from the state to the classroom, and the roles and responsibilities of different stakeholders. Discover various models for curriculum development and learn how to create a suitable curriculum for your school.

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Curriculum Planning: A Collaborative Effort for Multi-level Development

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  1. Chapter 3 Curriculum Planning: A Multi-level, Multi-sector Process

  2. Curriculum development is a collaborative effort. • Planning can take place on five levels: classroom, team/grade/department, individual school, school district, and state. • From the state to the classroom, each level exercise authority over levels below it.

  3. Teachers and curriculum specialist find opportunities to participate actively in curriculum development at the first four levels. • Some curriculum workers are asked by the state to serve on curriculum projects.

  4. Decisions -Curriculum (Planning) p. 45 • 1. Course requirements (ie technology credit) • 2. Interdisciplinary • 3. Bringing diversity into the classroom • 4. Character education/sex education • 5. Critical thinking • 6. Bilingual education

  5. Reading • Gifted/Talented

  6. Five Levels of Curriculum • 1st level: Classroom • Goals/objectives • Select subject matter • Select materials • Identify resources

  7. 2nd Level: Team (Grade/Dept.) • Cooperative planning • Determine Content • Sequencing of subject matter

  8. 3rd Level: School Level • Curriculum deficiencies • Planning for accreditation • Choosing textbooks • Library/Learning centers • Compliance with the state & federal mandates • Reducing absenteeism

  9. 4th Level: School District Level • Adding new program/deleting programs • Reviewing achievements • Writing/Reviewing grants • Evaluating and articulating programs

  10. 5th Level: State Level • Responsibility of curriculum • Provides leadership to schools • Interprets, enforces and monitor legislated regulations • Disburses monies • Accredits and monitors • Standards for graduation

  11. Participation on the regional, national and international level sectors is usually a voluntary activity

  12. Chapter 4 Curriculum Planning: The Human Dimension

  13. There are various roles played by persons and groups involved in curriculum development at an individual school. • Principals that perceive themselves as instructional leaders take an active part in curriculum development. Others may delegate the responsibility of curriculum development.

  14. Students, parents, and other community persons may participate in curriculum improvement by providing data about their own learning, serving on committees, answering surveys, and serving as resource persons. • Teachers and specialist share the greatest responsibility for curriculum development

  15. Part of Curriculum • Principal • Curriculum leader • Teacher • Students • Parents/citizens

  16. The Curriculum Coordinator Must: • Possess a good general education • Have a good knowledge of both general and specific curricula • Be knowledgeable about resources for curriculum development • Be skilled in research and knowledgeable about locating pertinent research studies

  17. Be knowledgeable about the needs of learners, the community, and the society • Be a bit of a philosopher, sociologist, and psychologist • Know and appreciate the individual characteristics of participating colleagues

  18. Chapter 5 Models for Curriculum Development

  19. There are various models of curriculum development. • Four models are presented • Models can be in the forms of lists, diagrams, linear, deductive, inductive, prescriptive, and descriptive • Curriculum developers should become familiar with the various models and

  20. Develop one that is understandable and suitable for the school they are working with.

  21. Curriculum Models • All meet the criteria for curriculum model; one cannot be considered better than the others • “Deductive” - starting with generalization and leading to actual development • “Inductive” - is starting with actual development and leading to generalization

  22. “Linear” - propose a certain order or sequence of progression through the various steps • “Non-linear” - permit planners to enter at various points, skip components, reverse the order, work on two more components at the same time

  23. “Prescriptive” - what ought to be done • “Descriptive” - platform, deliberation and design

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