Chapter 7 Curriculum Development Models of Curriculum Development

Chapter 7 - Curriculum Development

Models of Curriculum Development • Technical • Nontechnical (Holistic)

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 • Curriculum Experiences

Curriculum Content • Organization • Criteria for selection

Organization • Logical – 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 • Non. Governmental Participants