CHAPTER 7- CURRICULUM

DEVELOPMENT
 MODELS OF CURRICULUM DEVELOPMENT

• Technical
• Nontechnical (Holistic)
 3 TECHNICAL MODELS

• Tyler
• Taba
• Hunkins
 NONTECHNICAL MODELS NATURALISTIC
DELIBERATION SIX-PHASE DELIBERATION
POSTMODERN
 TYLER’S MODEL

• Four Questions
• Linear
TABA’S MODEL TEACHER PARTICIPATION SEVEN STEPS DIAGNOSIS
OF NEEDS

• Formulation of objectives
• Selection of content
• Organization of content
• Selection of learning experiences
• Organization of learning activities
• Evaluation and means of evaluation
 HUNKINS’ DECISION-MAKING MODEL

• Curriculum conceptualization and legitimization

• Diagnosis
• Content selection
• Experience selection
• Implementation
• Evaluation
• Maintenance
 NATURALISTIC MODEL (GLATTHORN)

• Assess the alternatives

• Stake out the territory
• Develop a constituency
• Build a knowledge base
• Block in the unit
• Plan quality learning experiences
• Develop the course examination
• Develop the learning scenarios
 DELIBERATION MODEL CONSIDERS THE INTERRELATEDNESS OF
REALITY

• means and ends affect each other

• Proceeds from problems to proposals to solutions
• Occurs within cultural contexts
 SIX-PHASE DELIBERATION MODEL

• Public sharing
• Highlighting agreement and disagreement
• Explaining positions
• Highlighting changes in positions
• Negotiating points of agreement
• Adopting a decision
 CONVERSATIONAL APPROACH

• Social Activity
• Ideology, Beliefs, Values, Empowerment, Power, Consensus
• Dialogue and Debate
• Five Phases
• free association
• clustering interests
• formulating questions or curricular focuses
• sequencing questions or curricular forces
• constructing contexts for the focuses
 POSTMODERN MODELS DETACHMENT
FROM CONVENTIONAL PROCEDURES
• Uncertain systems and procedures
• Students have more work to do
• Critical dialogue
• Uncertainty/Imprecision
 DEVELOPING A CURRICULUM

• Curriculum Content
 Organization
 Criteria for selection
 organize content according to rules and concepts
 Psychological
 Experience the concrete first, then the more abstract
 Criteria Self-sufficiency Significance Validity Interest Utility
 Learnability
 Feasibility
• Curriculum Experiences
 Related to the instructional component of the curriculum
 Will the experience do what we wish it to do in light of the overall aims and goals of the program
and the specific objectives of the curriculum?
 EDUCATIONAL ENVIRONMENTS

• Adequacy
• Suitability
• Efficiency
• Economy
 PARTICIPANTS IN DEVELOPING THE
CURRICULUM
• Political Arena
• what type of curricula will benefit what students
• how to select those criteria
• who will receive the benefit of particular curricula
• how to deliver those benefits
• School Arena Participants
• Governmental Participants
• NonGovernmental Participant