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Curriculum Development Foundations

Curriculum Development Foundations. A Definition of Curriculum ( Daniel Tanner, 19 80 ).

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Curriculum Development Foundations

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  1. Curriculum Development Foundations

  2. A Definition of Curriculum (Daniel Tanner, 1980) “The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.”

  3. Definitional Issues Curriculum = the entire range of experiences, directed or undirected, concerned in unfolding the abilities of the individual. Inside School Curriculum = Consciously directed training experiences Issues? • Curriculum as Planned • Curriculum as Taught • Curriculum as Learned or Accomplished– (Hidden or Unintended Curriculum?) • Curriculum as Tested

  4. Perspective Issues Key Question = Not which definition is right, but what purposes does each definition serve? Conservative Forces vs. Forces of Change (Reform) Reform: Bobbit – Preserve the best of both options – emphasis on the knowledge in the workday world. (relevance) Dewey – Avoid the excesses of both – progressive but critical. (serving the individual, personal development)

  5. Four Curriculum Orientations • Conservative/Traditional • Social Efficiency/Technological • Individual Development/Humanistic • Social Reconstructivist/Social Meliorist

  6. Conservative/Traditional • Dominant throughout the 19th Century • Purpose = teach subject matter & human values for conserving western ideas & values, not just knowledge. • Focuses the development of the intellect • Great works and organized disciplines of knowledge. • Ex. Of Instruction = Cultural Literacy

  7. Social Efficiency/Technological • Schools should be efficient. (Needs Assessments) • Models used for industry should be adopted. • Identify the kinds of behaviors that help students become successful in today’s world. • Behaviors should come from systematic investigation & strategic planning. • Models = Standardized Testing & OBE

  8. Individual Development/Humanistic • Learning occurs best when it springs from our genuine interests & concerns. • Developmentally appropriate stage theory. • Schools should be fun/interesting to meet student needs. • Projects & interdisciplinary studies are good. • Cooperative learning, Mult.Intell., PBL, Constructivism • RTOP

  9. Social Reconstructivism/Social Meliorist • Looks at society to prepare students to deal with problems. • School is the place where you breed social activism/revolutionaries to work for change in society • Traditionally, schools are sorting machines for society. • Critical Pedagogy, Multiculturalism

  10. Curriculum Models • Are based on a body of theory about teaching & learning. • Are targeted to needs & characteristics of a particular group of learners. • Outline approaches, methods & procedures for implementation.

  11. The Tyler Model of Curriculum Design • The nature & structure of knowledge • The needs of the society • The needs of the learner

  12. The Needs of Society • Literacy • Vocational skills • Social order & morality • Interpersonal skills • Transmission of values & culture • Creativity & innovation

  13. Needs of the Learner • Cognitive development • Linguistic development • Psycho-social development • Moral/affective development • Vocational focus

  14. Fundamental Questions in Developing Curriculum • What educational purposes should the school seek to attain?

  15. Tyler Model 3 Sources of Educational Objectives • Studies of the learners themselves (needs). • Study present status of students • Compare to acceptable norms • Identify gaps. (HW) • Studies of contemporary life outside of school. • Suggestions from subject matter specialists. Tyler believed that districts should filter these three sources through philosophical and psychological screens

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  22. Fundamental Questions in Developing Curriculum • What educational experiences can be provided that are likely to attain these purposes?

  23. The Nature & Structureof Knowledge • Selection of subject matter • Organization of subject matter or discipline • Theoretical basis of methods & approaches

  24. Pedagogical Content Knowledge • didactic - acquiring knowledge (traditional) • coaching - developing skills for learning • critical pedagogy– enlarging understanding of ideas & values (seasons)

  25. Transmission vs. Apprentice • Classroom Management? • Master Teachers?

  26. Fundamental Questions in Developing Curriculum • How can these educational experiences be effectively organized?

  27. Selection of Subject Matter • Criteria: Relevance, importance, priority • Scope: Amount, depth of coverage, concentration • Sequence: Hierarchy & progression of complexity or difficulty

  28. Organization of Subject Matter • Discrete subjects or courses • Broad fields or disciplines • Core or interdisciplinary • Skills or processes • Projects & activities

  29. Fundamental Questions in Developing Curriculum • How can we determine whether and to what extent these purposes are being attained?

  30. Taba Model (1962) 1. Diagnose needs 2. Formulate objectives 3. Select content 4. Organize content 5. Select learning experiences 6. Organize learning experiences 7. Evaluate ADDIE MODEL

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