Organizing and Implementing the Curriculum

Organizing and Implementing the Curriculum

Oliva, Peter F.Developing the CurriculumChapter 9Presentation by: Jack Baker, Alisa Barnett, Marty Gilchrist, Bruce Hunt, Beth Jones

Chapter Overview & Objectives Curriculum Past, Present, & Future Organizing and Implementing the Curriculum • Strengths & Weakness of Various Plans • Psychological & Sociological Impact of the various plans • Curriculum Goals - pick, choose, & defend

What’s In It For Me?What to take from this chapter as an educational leader: Organizing and Implementing the Curriculum • 1. Curriculum is a means to an end - start with the end in mind • 2. “What has been will be again, what has been done will be done again, there is nothing new under the sun” - Solomon • 3. Know where you have been, where you are, and where you are going

Two Main Considerations For Developing Curriculum: Organizing and Implementing the Curriculum The Path to Development: • How did we get where we are? • Where exactly are we? • Where are we going? Assessing the Organization: • Are you starting from scratch? • (a curriculum planning book assumption) • - unlikely • Can you toss everything that currently exists? • (another curriculum planning book assumption) • - also unlikely

Organizing and Implementing the Curriculum Where We've Been Curriculum Past The Elementary School

The Graded School Organizing and Implementing the Curriculum • Based on the practice of grouping children together by chronological age • Some variation of the 12 year plan was normal in most school districts • Characteristics included self- contained classrooms with 25 students and 1 teacher, individual subjects taught at specific times and measurement based graded intervals and not growth periods

The Activity Curriculum Organizing and Implementing the Curriculum • Attempt move from the graded school by catering to the learners needs • Curriculum was based on human impulse, activity and subject matter from the child’s world • Students were grouped according to interest level • Teachers served as a guides, not experts

Non Graded Elementary School Organizing and Implementing the Curriculum • Another attempt to depart from the graded school curriculum • Abandoned grade level designations by allowing students to progress through school as he or she in ready • Students are grouped according to ability and not age. A student never fails. Reading is key component

Open Education and Open Space Organizing and Implementing the Curriculum • Refers to a style of education and to a method of laying out schools • Teacher is viewed as a facilitator/ Team teaching is common • Schools were built to accommodate this style of large group learning by not having walls • Student oriented curriculum

Organizing and Implementing the Curriculum Where We've Been Curriculum Past The Junior High School

Characteristics Organizing and Implementing the Curriculum • Institution in search of an identity • Is it an upward projection of the elementary school or a downward projection of the high school • Most junior highs found themselves being more similar to the high school in regards to curriculum

Conant’s Recommendations (Subject Centered) Organizing and Implementing the Curriculum • Required subjects including English, social studies, math and science • Small percentage of students would start Algebra and foreign language • Basic skills from elementary school should be carried over • Ensure smooth transition from elementary school to high school • Coordination and flexibility in scheduling

ASCD (Student Centered) Organizing and Implementing the Curriculum • Specific junior high programs • Ungraded programs • Variations in class periods

Core Curriculum Organizing and Implementing the Curriculum • Extended block of time in daily schedule in which students are involved in activities that a directly related to them • Unification of Subject matter • Content cuts across all subject matter • Problem style of learning • Team Teaching

Organizing and Implementing the Curriculum Where We've Been Curriculum Past The Senior High School

Subject Matter Curriculum Organizing and Implementing the Curriculum • Predominant historical and prevalent form of curriculum organization in the world • Emphasis on academics and basic skills • Used to greatest extent in high school and college

Subject Matter Curriculum Organizing and Implementing the Curriculum • Number of subjects: from 7 in ancient Greece to over 300 in U.S. by the 1930s • End of 19th century: NEA sought equal treatment for all subjects • 1906: Carnegie Unit created – to qualify, classes had to meet 5 days per week, 40 minute minimum (120 class hours per year), 16 units for graduation

Aspects of Subject Matter Curriculum Organizing and Implementing the Curriculum • Premise: adult knowledge (heritage) transmitted to immature learners • Assign-study-recite-test • Operates primarily in cognitive domain, some in psychomotor • Students easily assessed • Differences in students addressed by the available electives

Organizing and Implementing the Curriculum Broad-Fields Curriculum Attempt in early 20th century to integrate and unify parts of subjects Example: English, Composition, etc. became Language Arts; History, Geography, etc became Social Studies

Team Teaching Organizing and Implementing the Curriculum • Cooperative planning, instruction, evaluation • Flexible student grouping and daily schedules • Promotes creative use of media and space • Utilizes instructional assistants • Recognizes individual teacher talents

Team Teaching Trump Plan Organizing and Implementing the Curriculum • Large group instruction 40% • Small group instruction 20% • Independent study 40%

Nongraded High School Organizing and Implementing the Curriculum • Extreme flexibility • Grade levels not fixed • Has not reach intended goal of • developers

Organizing and Implementing the Curriculum Where We Are Curriculum Present

How We Got Here:Back to Basics and other Research-based ReformsCurriculum Present Organizing and Implementing the Curriculum • Effective Schools Correlates • Time on Task & Direct Instruction • Emphasis (over-emphasis?) on Testing • Alignment of the curriculum (local & state) • Traditional vs. Non-Traditional Evaluation

Worth Noting: Organizing and Implementing the Curriculum • The Cardinal Principles of Secondary Education - NEA 1918 • Educational Policies Commission: • 1938: Four-fold purpose of Education • 1944: Ten Imperatives of Youth • 1961: “The central purpose of American education is to develop the ability to think”

Counter Point: Organizing and Implementing the Curriculum • Richard Mitchell author of The Graves of Academe • Declared the seven cardinal principles of 1918 the “seven deadly principles” • Agreed with H.L. Mencken that making dramatic improvement in schools would be easy - just hang all the professors and burn down the schools.

Organizing and Implementing the Curriculum The “Special” Ones • Unaddressed in curriculum past: LD, ED, EMH, EMR, ESL, at-risk, gifted, etc… • Dramatic drop in funding for “regular ed” between 1967 and 1996 • My $.02 - ALL students are special ed, (particularly the middle schoolers)

Organizing and Implementing the Curriculum The Middle School • Relatively new - 40 years at most, some junior high schools still in operation, but dwindling • Meets the needs of an in-between bunch of kids • Curriculum may be focused on needs and growth of students from many angles - non graded academics and “core”

Organizing and Implementing the Curriculum The Comprehensive High School • Welcome to “Shopping Mall High” • - a uniquely American approach of how to be everything to all students • Conant’s three objectives: • 1. Good general ed for all future citizens • 2. Good elective programs for non-college bound • 3. Good preparation for the college bound

Organizing and Implementing the Curriculum Criticisms - they are always there Too much/not enough academics, affective domain, cognitive domain, structure, responsibilities, career education, college prep, etc...

Organizing and Implementing the Curriculum Reform! • The Seven Cardinal Principles are too inclusive and are “inflated statements of purpose” Anti-intellectual?-Mitchell • Schools have taken on burdens they have neither the resources or talent to overcome • Schools can not be responsible for all aspects of life and cannot reform all of society’s ills

School Reform Organizing and Implementing the Curriculum • Movement towards accountability • Between 1983 (A Nation at Risk) and 1993 business involvement in schools grew, new programs were developed and the public became very interested in education • Regardless of how much reform is discussed….no single model of education is likely to be established in all schools in the U.S. • Page 312-313.. Examine suggestions for high school

School Reform Organizing and Implementing the Curriculum • Graduation requirements have increased and receiving a diploma has become a sign of achievement • Reform… Reform… Reform…

Alternative Schools Organizing and Implementing the Curriculum • An increase in education by choice or educational options • “The impact of agencies outside the school- family, peer group, church, business, industry- on learners is far greater than that of the school” (page 316) • “In a democratic society families should have a choice to the type of education they wish their children to receive. “(page 316) • “Unless the public schools make changes from within, young people will either drop out physically, stay in and drop out mentally, or transfer to private schools” (page 316)

Alternative Schools Organizing and Implementing the Curriculum • What is an alternative school? • An alternative school is any school which provides alternative learning experiences and is available by choice to every family at no extra cost • Some alternative schools are not necessarily “by choice”. Those being one which are required due to behavior issues (Roland E. Cook in Roanoke)

Types of Alternative Schools Organizing and Implementing the Curriculum • Schools to address behavioral concerns • Community based schools • Residential public schools (School of Math and Science, Durham, North Carolina)

Magnet Schools Organizing and Implementing the Curriculum • Math and Science • Governor’s School • School for Performing Arts in New York (FAME) • Brooklyn Tech • Health Professionals High School (Dallas) • School to feature the tourism industry (Orlando) • Sports Management (Florida)

Growth in the number of alternative schools opening around the country is an clear example of……..CHANGE. (School and Community) Organizing and Implementing the Curriculum

Requirements for Graduation Organizing and Implementing the Curriculum • Graduation requirements have grown over the years • Schools are requiring more credits to graduate • There are more required credits and less electives • Some states now require students to pass a proficiency test for graduation

What to expect Organizing and Implementing the Curriculum • Higher scores required for tests • Increase in required courses • Higher grades need for sports eligibility • Deemphasize extra-curricular activities • Cover more content • Use of computers

An Encouraging Note… Lightfoot Organizing and Implementing the Curriculum • Conducted a positive study in schools.. She did not look for their deficits but focused on the postives. • She found schools where teachers and principals cared for their students and were able to motivate them • Teachers were treated with respect and were regarded as professional by administrators and given a dominant role in the school • “There are good things going on in our schools”

Curriculum Present Summary Organizing and Implementing the Curriculum • Cooperative learning • Integration of curriculum • Values • Inclusion and mainstreaming • Portfolio assessments • Increased requirements for graduation • Longer hours in the school day • Increased standards of achievement

Organizing and Implementing the Curriculum Where We're Going Curriculum Future

The Elementary School Organizing and Implementing the Curriculum • -integrating curriculums across disciplines • -competencies will be spelled out • -mastery of minimal concepts by every student (By setting the minimum… will teachers stop there and not exceed the minimum??????)

Subject vs. Child Organizing and Implementing the Curriculum • Schools must prove themselves in regards to test scores • Once scores are higher the focus may swing to the child with concern for them in regards to their feelings and values • Greater interest in learning styles….. Thus a change in teaching style • Match the teaching style to learning style • Teachers have students (grouped) 2 years in a row or more

The Middle School Organizing and Implementing the Curriculum • Junior Highs will become Middle Schools • Core content with integrated curriculum • Teams will be formed • Block and rotating schedules • Promote character education… (Character Counts)

The High School.. “Full Service” Organizing and Implementing the Curriculum • Character education • Cooperative education for all levels • Integration of curriculum • Cultural literacy • Development and assessment of national standards • Intellectual, physical, vocational, cultural and social needs will be addressed

Organizing and Implementing the Curriculum • Schools will be based on the needs and wishes of the community • Some schools will be very innovative while others retain more traditional practices • Some will be a mix of the two

Organizing and Implementing the Curriculum