Curriculum Development
essential consideration: a) issue b) needs of learners; c) changes intended; d) content; and e) methods/procedures
1.0 Technical-Scientific Approach (Modernist Perspective) applies empirical methods to systematically outline those procedures that facilitate curriculum development. It stresses students learning specific subject matter with specific outputs.
2.0 Nontechnical-Nonscientific Approach (Postmodernist, Postconstructivist Perspective) also known as postmodern or postconstructivist,
stresses the subjective, personal, aesthetic, heuristic, spiritual, social, and transactional. It favors child-centred with a systematic approach.
1.1 The Models of Bobbitt and Charters -- a planning that involves a person’s route to growth, culture, and his/her special abilities.
1.2 The Tyler Model: Four Basic Principles -- consist of educational purposes (or objectives), educational experiences (or learning activities), organization, and evaluation.
1.3 The Taba Model: Grassroots Rationale -- an inductive approach or "grassroots approach" where teachers are involved in the development of curriculum.
1.4 The Backward-Design Model -- consider the educational goals and then builds assessment and instruction to serve those goals.
1.5 The Task-Analysis Model -- a model that is applied to classroom tasks to discover which curriculum components are well matched to the capabilities of students.
4.0 Participants in Curriculum Development, anyparties affected by the curriculum should be involved in deciding its nature and purpose.
2.1 The Deliberation Model -- to reach a warranted decision about what to do in a particular context: what to teach students in view of the particular circumstances prevailing.
https://condor.depaul.edu/ppereira/pers/intro.htm
2.2 Slattery’s Approach to Curriculum Development -- provides an opportunity to reflect on one's own teaching philosophy by reviewing the academic scholarship of the classical, new classical, and postmodern scholars within the pedagogy of curriculum development.
2.3 Doll's Model's Curriculum Development -- or known as Doll’s Four R’s provides a theoretical model (Richness - the depth of curriculum, Recursion - the repeating pattern, Relation - pedagogical and cultural relations, and Rigor - the recognition of students' level of thinking) for creating a curriculum.
3.0 Enacting Curriculum Development draws on two realms of knowledge: curriculum design and
instructional design. It refers to the actual curricular content that students engage in the classroom.
3.1 Establishing Curriculum Teams -- consists of members from the highest-level who generate policies and laws to the local level, where the curricular specifics are mapped out and aligned with state or federal mandates and standards.
3.2 Generating Aims, Goals, and Objectives -- provide a hierarchical system for all grade levels/subjects with aims, then goals for specific subjects/grade levels or units, and finally objectives for individual lessons.
3.3 Selecting Curriculum Content -- refers to conceptions of content, organization of content, and criteria for selecting content*.
3.4 Selecting Curriculum Experiences -- select and sequence pedagogical approaches and manipulate experiences/activities to enhance students' values, attitudes, and abilities to think critically and creatively.
3.5 Selecting Educational Environments -- represents a milieu in which learning-teaching process takes place in mutual communication about content to attain meaningful educational experiences.
4.2 Teachers of the 21st century -- to be involved in every phase of the curriculum, codesigners of expert curricular and instructional systems, and coresearchers into the effectiveness of implemented curricula.
4.3 Students have a voice in curriculum development, include them in creating or modifying curricula.
4.4 Principles as an instructional leader-- focus more time observing classrooms, and engaging teachers in discussions about instruction and curriculum.
4.5 Curriculum Specialists -- also known as curriculum generalists, who have a broad knowledge of curriculum and expertise in creating and implementing curricula.
4.6 Superintendents & Associate Superintendents -- formulate policies concerning curriculum innovation and enable curricula to respond to changing demands.
4.8 The Federal & State Government -- each level of government agencies devises a roadmap for future policy suggestions and corrective actions that can achieve desired standards.
4.7 Boards of Education -- the schools' legal agents that are composed of lay citizens (parents and other community members), elected as representatives of the general public for the schools' overall management.
4.1 Curriculum workers encompass various educators, from teachers to superintendents, who are involved in curriculum development, implementation, or evaluation;
- curriculum supervisor -- chairperson who generally works at the school level
- curriculum leader -- a supervisor or administrator
- curriculum coordinator -- an educational professional
- curriculum specialist -- a technical consultant