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CD Unit 2: Curriculum Planning (Models of curriculum planning (3 models of…
CD Unit 2: Curriculum Planning
Models of curriculum planning
3 models of curriculum planning
Descriptive
Advocate the need to contextualize the situations in which a curriculum will be used
Walker (1971)
Naturalistic model is a process-based model consisting of 3 elements
curriculum's platform
beliefs or principles that guide the curriculum developers
deliberation
the process of making decisions from alternatives
design
Lawrence Stenhouse (1975)
advocated a curriculum that is grounded in the actual classroom practices
curriculum model can be shaped according to the diverse contexts and needs of a school, classroom or individuals
Conceptual
Focus on 'deep' issues beyond the procedures used in curriculum planning with consideration for the main stakeholders' interests
Schwab (1970)
Deliberation model, 4 elements
subject matter
learner
teacher
milieus
Howard Gardner (1985)
Multiple Intelligence Theory 8 intelligences
linguistic
logical-mathematical
spatial
bodily kinaesthetic
musical
interpersonal
naturalistic
intrapersonal
Resnick & Klopfer (1989)
Constructivist planning model
Emphasize the need for teachers and learners to explore various ideas and concepts in order to create knowledge meaningful to them
Procedural
Ralph Tyler (1949): aim is to plan and make reasonable step in order to simplify the complexity of teaching
4 critical questions to be answer in the process of planning a curriculum
Educational purposes
Selecting learning experiences
Organizing learning experiences
Evaluation
Hilda Taba (1962): emphasize the importance of inductive reasoning approach in planning
7 linear steps
Diagnosis of needs
Formulation of objectives
Selection of content
Organisation of content
Selection of learning experiences
Organization of learning experiences
Determination of what to evaluate and the ways and means of doing it
John Goodlad (1972), Goodlad & Richter (1966)
Add 3 levels of planning on Tyler's model
Instructional
Institutional
Societal
Posner's (1982)
the intended learning outcomes (ILOs)
instructional
evaluation
Cohen (1974)
4 non-linear elements of curriculum planning
selecting objectives
learning experiences
organising learning experiences
evaluation
Mauritze Johnson (1967)
P-I-E model: planning should include 3 elements
planning
implementation
evaluation
Grant P. Wiggins & Jay McTighe (2005)
Understanding by Design (UbD): stress the importance of teaching for understanding
backward design or backward planning approach: curriculum planners identify a set of learning outcomes. Then they will select instructional content, strategies and activities that will enhance students' learning
Focus on how to build a curriculum by defining steps involved in the curriculum planning
Critiques of curriculum models
Ralph Tyler (1949)
Advantages
applies to any subject and level of teaching
most logical and easy to follow
clear evaluation guidelines
Disadvantages
no clear explanation for certain objectives
few teachers use objectives to start planning
ignores evaluation for unintended learning
separation of four stages underestimate interrelations between them
Wiggins & McTighe (1998): Understanding by Design (UbD) Model
Advantages
provides a sense of ownership for teacher-planners
strong interrelation between outcomes and objectives
systematic and outcome-based approach to planning
checks misconceptions before planning process
Disadvantages
very prescriptive and linear
too outcome-centred and inadequate details on selecting learning experiences
lack of new concepts, repetition of past models by Tyler and Bloom
Roles of stakeholders in curriculum planning
Categorization
Marsh (2009)
Decision-makers
those who have power to make decisions in curriculum planning, design and implementation
In Malaysia, Minister of Education and senior officers representing various units at MOE,
Bahagian Pembangunan Kurikulum (BPK)
or Curriculum Development Section
In United States, school principals, senior teachers, textbook writers, testing and accreditation agencies
Stakeholders
individuals or groups who have a right to comment on and provide input to school programmes (Arends, 2000)
may not have power to influence decisions on curriculum, they have authority to ensure that the curriculum decisions are implemented at state, district, and school levels.
directors of the national, state, district education offices
people who do not have official authority, but rely on their persuasion powers to influence the curriculum and school programmes
parent groups, teacher unions, newspaper editors. Ornstein and Hunkins (2009) listed students as another group of stakeholders who should be given the opportunity to shape their educational experiences
Influences
individuals or groups who share common interests and are persistent in convincing decision-makers to make changes to the curriculum and education system
groups of parents and non-government organisations (NGOs)
Decision-makers / Stakeholders
Politicians
MOE, the most influential people, ministers who initiate curriculum reform because of their high positions and strong personalities
Directors of Education
Senior officers who are responsible for a wide range of educational decisions including the curriculum planning at state, distinct and schools levels, as well as other educational programmes
State and district education departments
important link between the federal government and schools. The degree of influence varies in different countries.
Assessment / examination boards
A major impact factor in curriculum planning, especially in UK and Australia. These boards are in charge of developing entry examinations into universities which means they strongly influence the curriculum taught at senior secondary levels.
Teacher unions
Traditionally have significant influence in curriculum planning. The National Union of Teaching Profession (NUTP) in Malaysia. Role: Protect teachers' basic rights and privileges and work on enhancing the quality of the teaching profession in Malaysia.
Parents and school councils
Through interaction between teacher-student-parent, school councils have the opportunity of joint decision-making. In Malaysia, many parent groups are not well represented in decision-making at the school level. Usually low socio-economic families and minority ethnic groups who need special support and motivation to get involved in school issues
Principals / headmasters
Play a significant role in making decisions at school level. They are like critical change agents, even though their style as leaders may vary from bureaucratic, visionary, entrepreneurial to pedagogical. Principals and headmasters are expected to fulfil certain requirements from MOE in Malaysia.
Students
Influence might be high because they are the final consumers of the curriculum planning. Lack of attention and unwillingness to provide training for students in decision-making roles inhibits their roles. Student involvement in school curriculum planning is not being widely practices in many countries including Malaysia.
Academics
Some senior university academics are actively taking part in examination boards and involved in policy decisions in terms of syllabus content and examinations. In Malaysia, the
Majlis Professor Negara
or the National Professor Council has been established to contribute ideas to assist in the government's economic transformation initiatives.
Employers
Students' lack of appropriate knowledge and skills to function in the real workplace has led employer group to voice concerns over students' vocational, general and core skills. In Malaysia,
Majlis Latihan Vokasional Kebangsaan (MLVK)
or the National Vocational Training Council is responsible for developing the National Occupational Skills Standard (NOSS) in its nation-wide training programmes.
Formulating goals, standards and learning outcomes
Instructional objectives
Goals
Statements that give us a sense of direction in our education system.
Standards
Statements derived from goals that specify 'what must be accomplished and who must do what in order to meet the goals'.
Content standards
the identified knowledge to be acquired
Performance standards
specific tasks to be completed by the students in which he/she applies knowledge and skills in a particular way
Learning Outcomes or objectives
clear statements about what students should learn through instruction.
behavioural objectives
objectives are written based on the principles of behavioural psychology that require learners to demonstrate overt behavioural responses that indicate mastery of the content taught
3 criteria should be fulfilled
Evidence of achievements
objectives should be able to describe what the learners will be able to do after an instruction is completed.
Conditions of performance criterion
the objectives need to state the context and conditions under which the behaviours are expected to occur.
Acceptable levels of performance
a statement of the minimum level of performance or standard that the learner must attain
Marsh (2009) outlines 6 tips in writing meaningful objectives
Scope: broad enough to cover the knowledge, skills and values expected from learners
Consistency: objectives are consistent with each other
Suitability: relevant and suitable for students at a particular grade level
Validity: reflect and explicitly state the meaning of the objectives
Feasibly: attainable or achievable by all students
Specificity: phrased precisely
Classifying objectives: the three objective domains
Benjamin Bloom (1956)
cognitive
involve the development of intellectual skills such as knowing, understanding, solving and predicting, among others
Bloom (1956)
comprehension
application
analysis
synthesis
evaluation
knowledge
affective
involve the articulation of attitudes such as appreciations and values, as well as emotions such as enjoying, conserving and respecting
Krathwohl, Bloom and Masia (1964)
Receiving
Responding
Valuing
Organising
Characterising by a value complex
psychomotor
involve the use of physical skills of performing, manipulating and constructing an activity that requires coordination of skeletal muscles
Molenda and Russel (1993)
Imitation
Manipulation
Precision
Articulation
Designing effective learning environments
3 aspects
the psychological factors involved
Burden and Byrd (2010)
positive belief
encourage all students
respond to your students enthusiastically
show them that you care about them
the psychosocial environment that needs to be nurtured
psychosocial environment
the climate or atmosphere of a classroom that involves the interactions between teacher-students, students-students and students-teachers-students
Understanding students' diversity
Differences in cognitive abilities
Howard Gardner's (1985) concept of intelligence
Gender differences
equal attention and interact with both groups of students, avoid stereotyping each group and create a gender-friendly classroom by providing space for each group to demonstrate their strengths, make learning fun for both groups and blend in the psychomotor aspects in teaching
Cultural diversity
culturally responsive teaching
the design of physical layout of a classroom
involve making decisions on the most appropriate physical layout of a classroom, and attention to the psychosocial and psychological factors that affect the teaching and learning processes
Marsh (2009)
Checklist to evaluate the use of classroom space
Arrangement of the physical layout of a classroom should consider
the movement patterns of students throughout the classroom
the need for students to obtain a variety of materials such as textbooks and workbooks
the need for students to see the instructional presentations and teaching aids, if any
classroom furniture, students' desks, high-traffic areas, interactive whiteboard, special items, pin-up or bulletin boards, lighting, temperature, class size
Choosing appropriate instructional strategies
Directed-constructivist strategies
Directed or objectivist instruction is grounded in behaviourist and information processing learning theories
Objectivists view learning as transmitted knowledge, meaning that knowledge is transmitted from experts to novices
teacher-centred learning approaches
Constructivist believes that knowledge is constructed by an individual based on his or her participation and interaction with certain experiences
student-centred model of instruction
Generative strategies
David H. Jonassen (1988)
Recall strategies
Integration strategies
Organizational Strategies
Elaboration strategies