CURRICULUM DEVELOPMENT

CURRICULUM DESIGN
Curriculum
design
Technical-
scientific
approach
Models of
Bobbit and
Charters
The Tyler Model
The Taba Model
The Backward-
Design Model
The Task-
Analysis Model
Nontechnical
nonscientific
approach
TECHNICAL-SCIENTIFIC
APPROACH
Began around 1900
Stresses students learning specific subject matter with specific
outputs
Applies scientific principles and involves detailed monitoring of
components of curriculum design
Prioritize knowledge acquisition
The Models of Bobbit and
Charters
Franklin Bobbit:
Developing curriculum = planning a persons route to growth,
culture and that individuals special abilities.
First task: discover the activities, abilities and qualities which
ought to make up the lives of students.
Educational objectives are derived from this activity analysis.


Werrett Charters:
changes in the curriculum are always preceded by
modifications in our conception of the aim of
education.
4 steps of curriculum construction:
Selecting objectives
Dividing them into ideals and activities
Analyzing them to the limits of working units
Collecting methods of achievement
Curriculum could contain both primary and derived
subjects.
Primary subjects : directly required by a particular
occupation.
Derived subjects : service subjects which are important not
because they are directly useful in the performance of
activities, but because they are derived from material
which has practical service value.

Bobbit and Charters:
Initiated a concern for the relationships among goals, objectives and
activities.
They regarded goal selection as normative process and selection of
objectives and activities as empirical and scientific.
They indicated that curricular activity can be planned and
systematically studied and evaluated.
The Tyler Model : Four Basic
Principles
Those involved in curriculum inquiry must try to :
Determine the schools purposes
Identify educational experiences related to those purposes
Ascertain how the experiences are organized
Evaluate the purposes
Purposes = general objectives
The objectives can be identified by gathering data from the subject
matter, the learners and the society.
The identified objectives can be refined by filtering them through
school philosophy and the psychology of learning.
Learning experiences had to take into account learners perceptions
and previous experience.
The experiences had to be organized and sequenced systematically
to produce a maximum cumulative effect.
Ideas, concepts, values and skills should come together into
curriculum.
The evaluation is important in determining the effectiveness of the
program.
Critics on Tylers model
Too linear
Too reliant on objectivity
Based on assumption about cause and effect
Nevertheless, this approach remains popular with school district
personnel and influences universities.
The Taba Model : Grassroots
Rationale
Believed that teachers should participate in developing curricula =
grassroots approach
Advocated inductive approach teachers create specific
teaching-learning units for their students and then build to a
general design.
Taba Model entails 7 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
The Backward-Design Model
Advocated by Grant Wiggins and Jay McTighe.
This model begin with a statement of desired results.
Stage 1 : identifying the school programs goal.
3 levels in the stage 1 :
Consider goals and checks on national, state and local content
standards
Select content valuable information and skills that might lead
students to desired results
Narrowing the content possibilities

Stage 2 : determining the evaluation of curriculum
Teachers think like an assessors before developing curriculum units and
lessons.
Assessment methods (e.g. : informal checks, observations, dialogues,
quizzes, tests and projects).
Stage 3 : planning instructional activities
Knowledge and skills needed to succeed
Activities to master requisite knowledge and skills
Contents need to be taught, ways it should be taught
Materials to foster student success
Overall design fulfill the principles


The Task-Analysis Model
Subject matter (content) analysis:
Information gained in subject matter is recorded in the master design
chart.
This information covers important facts, concepts, rules, laws,
generalizations, theories and so on.
The master design chart consists of row for each topic + columns for
the degrees of emphasis of the topics + learning behaviours the
students must exhibit
After completing the chart, it is necessary to identify the
relationships among the content topics, concepts, generalizations
and so on.
In determining the relationships, we reflect on how to construct the
curriculum unit.
Learning analysis:
It encompasses activity analysis .
Addresses the sequence of the learning activities.
The curricularists rely on the research results of cognitive psychology to
accomplish learning analysis.
The research enables us to determine the curricular contents and
experiences.
Next, the curriculum developer creates a master curriculum plan that
synthesized the information obtained.


The selected content and determined specific objectives are
studied with regard to that content.
The objectives deal with the cognitive, affective and (sometimes)
psychomotor domains.
The sequence of the objectives is linked to the sequence of the
selected content and learning activities.
The master plan also indicate educational materials and evaluation
methods.
Selecting Curriculum
Content
Selecting Curriculum Content
Curricularists must determine what knowledge students need
in order to succeed.
What knowledge is of most worth in the global and digital
world?
2 obvious truths:
Useful knowledge is both culturally and historically specific
The skill level for using selected knowledge varies with
individuals interests and needs.
Selecting Curriculum Content
The challenge: schools are responsible for creating
progammes of study for a local community, a national society,
a global society; educators are selecting content for
anticipated, imagined, emerging, expanding and contracting
societies.
Selecting content from 2 worlds: real and virtual.
Selecting Curriculum Content
There are many dominant cultures that are constantly
interacting.
Numerous learning styles.
Conceptions of Content
Curriculum planning must select content that enables
students to learn the most.
Supply info that relates to students concerns.
Contents should be organised -> students find the info useful
and meaningful.
Curriculum planners must take into account how well it
addresses students cognitive, social and psychological
dimensions.
Organisation of Content
Within any knowledge domain, concepts are organised into
specialised networks.
Content can be organised in logical, psychological, political, or
practical terms.
Organisation of Content
Curriculum planners who:
use logical orientation organise content according to certain rules
and concepts.
use psychological organisation focus on how students learn or
process info.
behaviourists think that content should be selected and
organised so that correct responses are reinforced.
Cognitivists think that content should prompt students to
analyse, hypothesize, investigate, identify patterns, and draw
conclusions.
In terms of political aspect, content should be sequenced so that
emphasis is given to topics and people important to various
pressure groups.
Organisation of Content
Content should be organised from the concrete to the
abstract.
Practicality- cost effectiveness, eg. the expense of structuring
the content in a particular way.

Criteria for Selecting Content
Regardless of their curriculum design preferences or their
philosophical orientations, curriculum planners must apply
criteria in choosing curriculum content.
Criteria for Selecting Content
Self-sufficiency
learners can actualise their potential and crystallise their
identities.
furnishing content that enables learners to connect their
intellectual, emotional, and spiritual selves.
allow learners to transform themselves into more complete
individual and social beings.
Criteria for Selecting Content
Significance
Content to be learnt is significant which means it can contribute
to the basic ideas, conceptsm principles, generalisations and so
on of the overall aims of the curriculum.
Considering the development of particular learning abilities,
skills, processes and attitudes formation.
Criteria for Selecting Content
Validity
The authenticity of the content selected.
Validity must be verified at the initial selection of curriculum
content and it must be checked at regular intervals through the
duration of the curricular programme to determine if content
originally valid.
It means something is either accurate or inaccurate.
Criteria for Selecting Content
Interest
The content is meaningful to learners life.
The childrens interest should determine the curriculum.
To allow for pupils maturity, their prior exeperiences, the
educational and social value of their interests and the way they
are expected to interact within society.
Must contribute to the welfare of the pupils.
Criteria for Selecting Content
Utility
The usefulness of the content.
To those fovoring the subject-centered design is often judged in
terms of how the content learnt enables pupils to use that
knowledge in job situations and other activities.
To those favoring the learner-centered design is related to attain
meaning in their life.
Problem-centered content has direct application to ongoing life.
Criteria for Selecting Content
Utility
Two types:
Current utility pupils must learn for immediate application to be
successful in their current lives.
Future utility getting pupils to be futurists themselves, to engage in
futures planning, to assess future consequences of current and
emerging trends.
Criteria for Selecting Content
Learnability
relates to the optimal placement and appropriate organisation
and sequencing of content.
Feasibility
The allocation time, the available resources, the expertise of
current staff, the nature of the political climate and so on. (page
207)
Selecting Curriculum
Experiences
Selecting Curriculum
Experiences
Must consider not only content, but also how pupils
experience that content.
Must consider instructional strategies and educational
activities.
Purpose- impart knowledge, enhance pupils values and
attitudes, abilities to think critically and creatively, and desire
to learn individually and collaboratively.
Selecting Curriculum
Experiences
Should nurture the enhancement of intellectual activities in
both hemispheres of the brain.
Eg. The sequential, literal, functioanl, textual and analytic
Stimulate pupils excitement in adapting to and managing
complexity, celebrating uncertainty and rewarding intellectual
risk taking will serve pupils.
Selecting Curriculum
Experiences
Should go from didactic teacher presentation to teacher-
student, student-student, and student-outside expert
interactions.
With such balancing, pupils attain a greater understanding of
themselves as individual pupils and members of groups, both
local and worldwide.
Selecting Curriculum
Experiences
Educators and curriculum planners are striving for best
practice and attempting to attain high standards.
Must realise that content and experiences are inseparable.
Selecting Educational
Environments
The learning environment is a complex, living reflection of a
teachers values

An educational environment is a representation of values from
communities of persons, seen and unseen.
Selecting Educational
Environments
An educational environment represents a milieu in which
teachers andstudents engage in mutual communication about
content and mutually participate with educational materials
and technological programmes to attain meaningful
educational experience.
Eg. Children who experience a creative environment are much
more likely to be stimulated, to realise their potential, and to
be excited about learning.
Selecting Educational
Environments
An environment must be arranged both physically and
conceptually to challenge the breadth and depth of pupils
abilities and interests.
An environment must be created and orchestrated so that
pupils feel intellectually safe; so that purposeful pupils
activity is stimulated.
A classroom is a biosphere as an ecosystem; completely
natural.
Selecting Educational
Environments
The educational environment must develop an
ecocentric ethic; a school particular culture; the
relationship among all the people within the school and
outside the school.
Eg. In an ecocentric school, pupils interact with
institutions and social practices.
The educational environment should be considered and
developed so that pupils acquire knowledge and
understanding at deep conceptual levels explicitly and
implicitly.