Curriculum Development Foundations

A Definition of Curriculum

(Daniel Tanner, 1980)

“The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners’ continuous and willful growth in personal social competence.”

Definitional IssuesCurriculum = the entire range of experiences, directed

or undirected, concerned in unfolding the abilities of the individual.

Inside School Curriculum = Consciously directed training experiences

Issues?• Curriculum as Planned• Curriculum as Taught• Curriculum as Learned or Accomplished– (Hidden or

Unintended Curriculum?)• Curriculum as Tested

Perspective IssuesKey Question = Not which definition is right, but

what purposes does each definition serve?Conservative Forces vs. Forces of Change (Reform)Reform:Bobbit – Preserve the best of both options –

emphasis on the knowledge in the workday world. (relevance)

Dewey – Avoid the excesses of both – progressive but critical. (serving the individual, personal development)

Four Curriculum Orientations

• Conservative/Traditional• Social Efficiency/Technological• Individual

Development/Humanistic• Social Reconstructivist/Social

Meliorist

Conservative/Traditional

• Dominant throughout the 19th Century• Purpose = teach subject matter & human

values for conserving western ideas & values, not just knowledge.

• Focuses the development of the intellect• Great works and organized disciplines of

knowledge.• Ex. Of Instruction = Cultural Literacy

Social Efficiency/Technological

• Schools should be efficient. (Needs Assessments)

• Models used for industry should be adopted.• Identify the kinds of behaviors that help

students become successful in today’s world.• Behaviors should come from systematic

investigation & strategic planning.• Models = Standardized Testing & OBE

Individual Development/Humanistic

• Learning occurs best when it springs from our genuine interests & concerns.

• Developmentally appropriate stage theory.• Schools should be fun/interesting to meet

student needs.• Projects & interdisciplinary studies are good.• Cooperative learning, Mult.Intell., PBL,

Constructivism• RTOP

Social Reconstructivism/Social Meliorist

• Looks at society to prepare students to deal with problems.

• School is the place where you breed social activism/revolutionaries to work for change in society

• Traditionally, schools are sorting machines for society.

• Critical Pedagogy, Multiculturalism

Curriculum Models• Are based on a body of

theory about teaching & learning.

• Are targeted to needs & characteristics of a particular group of learners.

• Outline approaches, methods & procedures for implementation.

The Tyler Model of Curriculum Design

• The nature & structure of knowledge

• The needs of the society

• The needs of the learner

The Needs of SocietyÖLiteracyÖVocational skillsÖSocial order &

moralityÖInterpersonal skillsÖTransmission of

values & cultureÖCreativity &

innovation

Needs of the Learner* Cognitive

development* Linguistic

development* Psycho-social

development* Moral/affective

development* Vocational focus

Fundamental Questions in Developing Curriculum

1 What educational purposes should the school seek to attain?

Tyler Model3 Sources of Educational Objectives1. Studies of the learners themselves (needs).

1. Study present status of students2. Compare to acceptable norms3. Identify gaps. (HW)

2. Studies of contemporary life outside of school.

3. Suggestions from subject matter specialists.Tyler believed that districts should filter these three sources

through philosophical and psychological screens

Alex

Melissa

John

Rita

Jin

Mike

Fundamental Questions in Developing Curriculum

2 What educational experiences can be provided that are likely to attain these purposes?

The Nature & Structureof Knowledge

ÖSelection of subject matter

ÖOrganization of subject matter or discipline

ÖTheoretical basis of methods & approaches

Pedagogical Content Knowledge

–didactic - acquiring knowledge (traditional)

–coaching - developing skills for learning

–critical pedagogy – enlarging understanding of ideas & values (seasons)

Transmission vs. Apprentice

• Classroom Management?

• Master Teachers?

Fundamental Questions in Developing Curriculum

3 How can these educational experiences be effectively organized?

Selection of Subject MatterÞ Criteria: Relevance,

importance, priorityÞ Scope: Amount,

depth of coverage, concentration

Þ Sequence: Hierarchy & progression of complexity or difficulty

Organization of Subject Matter

# Discrete subjects or courses

# Broad fields or disciplines

# Core or interdisciplinary

# Skills or processes# Projects & activities

Fundamental Questions in Developing Curriculum

4 How can we determine whether and to what extent these purposes are being attained?

1. Diagnose needs 2. Formulate objectives 3. Select content 4. Organize content 5. Select learning experiences 6. Organize learning experiences 7. Evaluate

ADDIE MODEL

Taba Model (1962)