Making Decisions in Curriculum Planning

1. Making Decisions in Curriculum Planning Decisions have to be made throughout the curriculum development process by individuals and groups.

2. Making Decisions in Curriculum Planning Who makes these decisions? How do they decide?

3. Curriculum Planning Includes multiple decisions Complex and intricate Somewhat irreversible Futuristic Affected by philosophies of decision makers and national and state philosophy

4. Making Decisions in Curriculum Planning Who makes these decisions? How do they decide?

5. Making Decisions in Curriculum Planning Who makes these decisions? In most cases an advisory committee at some level makes these major decisions.

6. Making Decisions in Curriculum Planning How do they decide? By using decision making strategies facilitated by the curriculum developer.

7. Types of Decision Making Strategies Scenario planning Decision Matrix Nominal Group Procedure Decision Graph

8. Scenario Planning Allows more choices Compensates for under prediction or over prediction of change Allows subjective and objective variables to be considered Example: students may be more interested in registering for aquaculture than biotech but would sign up for biotech if it is their only choice

9. Scenario Planning STEPS 1. Define the scope- time, budget and etc. for the study of alternatives 2. Identify the major stakeholders- students, parents, teachers, industry and etc. 3. Identify basic trends-political, social, technological and educational trends ex: student enrollment

10. Scenario Planning 4. Identify Key Uncertainties- ex. changes in state mandates that have not been decided 5. Construct Initial Scenario Themes- ex. divide trends and uncertainties into positive and negative impact groups 6. Check for Consistency and Plausibility-internal consistency ex: two variables together have a negative impact

11. Scenario Planning STEPS 7. Develop Learning Scenarios- learn about issues in different scenarios 8. Develop Quantitative Models- enrollment numbers, employment needs�attitudes are not so easily assembled 9. Evolve Toward Decision Scenarios- decide on the best scenario

12. Decision Matrix Allows a group to reduce alternatives to a manageable number Forces a group to discuss alternatives Individuals make judgments on the value of each option by ranking or rating them. Efficient and effective See Figure 3-4 p.58

13. Nominal Group Procedure Helps people think through a choice when more than one choice is available Used with < 10 people Prevents one person from dominating the discussion, everyone has input Promotes group discussion Individuals assign value points

14. Nominal Group Procedure STEPS Silent generation of ideas in writing Round robin listening of ideas Discussion of each idea Setting priorities (rank the 5 most important on a 3X5 index card) Additional discussion and voting

15. Decision Graph Helps a group focus on problems that need attention and to visualize opinions of individuals Individuals rate the importance of the problem on a ten-point scale Individuals make a judgment as to the current level of activity the organization is directing toward that activity

16. Decision Graph Importance Level Opportunity Appropriate Quadrant High Level Activity Level Appropriate Decision Low Level Quadrant

17. Advocate Team Process Create teams ( at least two) of 4-6 members that work separately. Provide them separate meeting times and locations. Provide background and format. Allow them to determine their own operating procedures.

18. Advocate Team Process Groups can come back together to report or can turn in reports to the coordinator Used when looking for various alternatives. Different teams in most cases will come up with different alternatives.

19. Making Decisions in Curriculum Planning Stage 1 Define the problem or opportunity and clarify alternatives Example: A county decides to hire an additional ag. teacher and wants to add a new course. Alternatives might be aquaculture, biotechnology and floral design.

20. Making Decisions in Curriculum Planning Stage 2 Establish standards for the alternatives Provides a framework for quality programs and guides the decision making process further. Standards are typically established by the administration at the local and state level. Example: 15 students must pre-register, there must be employment opportunities in the school district, must be able to find a qualified instructor

21. Common Standards prospective enrollment availability of instructors, facilities, equipment and funding employment opportunities availability of similar programs goals and philosophies met opportunities for cooperative programs

22. Making Decisions in Curriculum Planning Stage 3 Gather School Related and Community Related Data Example: if a standard was employment opportunities find out how many over the next several years

23. Making Decisions in Curriculum Planning Stage 4 Analyze the Data Example: assemble, summarize, analyze and prepare for a decision making group

24. Aligning Standards and Sources of Data We will be studying Stage 3 & 4 in upcoming weeks: School-Related Data- Chap.4 Community Related Data- Chap. 5

25. Making Decisions in Curriculum Planning Stage 5 Decide which alternative is supported by data. All, some or none of the alternatives may meet the standards. Example: floral design, aquaculture, nor biotechnology may provide enough employment opportunities in the local school district

26. Making Decisions in Curriculum Planning Last week we discussed the use of models. Look at Figure 3-9 (p.70) and study this model that illustrates the five stages of making decisions in curriculum planning.