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The Curriculum Models and

Definitions
What is a curriculum?
• A course of study
• A sequence of courses/projects
• A set of performance objectives
• Content
• That which is taught in school/org
• A set of materials
• Everything that goes on within the school/org including extra-class
activities, guidance, and interpersonal relationships
• Everything that is planned by school/org personnel
• A series of experiences undergone by learners in school/org
• That which an individual learner experiences as a result of schooling/org
participation
Curriculum is:
Albert Oliver…
Curriculum is an educational program with four basic
elements
1. The program of studies
2. The program of experiences
3. The program of services
4. The hidden curriculum

Robert Gagne…
Curriculum encompasses
1. Subject matter (content)
2. Statement of ends (end objectives)
3. The sequencing of content
4. Preassessment of entry skills
Hass… the curriculum is all of the experiences that individual
learners have in a program of education whose purpose is to
achieve broad goals and related specific objectives, which is
planned in terms of a framework of theory and research or
past and present professional practice.

Kerr… All the learning which is planned and guided by the


school, whether it is carried on in groups or individually,
inside or outside the school.
Defining curriculum is one thing,
Developing curriculum is another….

Research paradigms, value systems, and


beliefs about the world in general will
influence the model of curriculum planning
you advocate.
Which “camp” do you most readily fall into?

OR
Applies scientific methods and principles to the
task of curriculum development.
Assumptions:
• Reality is definable
• The goals of education are knowable
• A linear, objective process will yield a useful
documents and high quality plans
--->
Deductive Process
• Top down
• Extensive administrator involvement
• Starts by examining broader questions/purposes
of education and societal needs before addressing
the classroom level
Key authors: Tyler, Hass, Hunkins, WIDS

--->
Inductive Process
• Bottom up
• Curriculum development
by classroom teachers
• Starts by developing individual units which
will be assembled into a cohesive program
Key author: Taba
Tyler Model
(Ornstein & Hunkins, 1993,j p. 267-8; Wiles & Bondi, 1989, p. 10)

1. Define purpose of school


Identify instructional objectives
2. Relate educational experiences to school
purposes
3. Organize educational experiences
4. Evaluate purposes for
program effectiveness.
Hass & Parkay Model
(Hass & Parkay, 1993, p. 294)

1. Identify context (gather data about intended


learners and the human, social, and
environmental variables within which learners
interact)
2. Determine objectives
Set goals
3. Select , Prepare, & Implement ---->
Strategies and Alternatives
4. Evaluate
Hunkins Model
(Hass & Parkay, 1993, p. 329-32; Ornstein & Hunkins, 1993, p. 207-73)

1. Curr. conceptualization and legitimization


• built on society’s values, beliefs, knowledge
bases, institutions, and artifacts
• complete front end analysis:
� ask philosophical questions
� debate purpose of schooling
� debate curriculum designs
� develop master curriculum plan
2. Curriculum diagnosis
• Identify reasons for human performance
deficiencies
• Translate needs into causes
• Generate goals, objectives, expected
learner outcomes
3. Content selection
• Identify criteria for content selection
(ie. economy, significance, validity,
interest, learnability, feasibility)
• Sequence content --->
4. Experiencs and material selection (by teacher)
• Determine methods, strategies, activities,
incentives, materials, nature of educational
environment
5. Implementation
• Pilot curriculum (assess curriculum not
students)
• Modify where necessary
• Full implementation
--->
6. Evaluation
• Determine if curriculum is
presented/taught as written and
recommended (supervision function)
• Furnish data so decisions can be made to
continue, modify or discontinue program
7. Maintenance
• Monitor and maintain
curriculum
Taba Course Development Model
(Oliva, 1992, p. 160-2)

1. Produce pilot units (see next slide)

2. Test experimental units


3. Revise and consolidate units
4. Develop a framework
5. Install and disseminate new units
Taba Pilot Unit Development Model
1. Diagnose needs - what are current gaps in
student learning
2. Formulate objectives
3. Select content
4. Organize content
5. Select learning experiences
6. Organize learning activites
7. Determine what to evaluate and ways and
means of evaluation
8. Check for balance and sequence
Wisconsin Instructional Design System

1. Perform 2. Write 3. Analyze 4. Develop


needs/task Course Course Learning
analysis Competencies Competencies Objectives

8. Develop 6. Designate 5. Develop


7. Sequence
Course/goal Core Performance
Competencies
Description Abilities standards

9. Specify 10. Develop


Assessment Assessment/
Strategies Record Plan

14. Create 13. Layout 12. Develop 11. Design


A Class Learning/ Instructional Learning
Syllabus Lesson Plans Materials Activities
Nontechnical-nonrational approach
Assumptions:
• Curriculum evolves as learners, teachers, and knowledge interact
• All goals of education cannot be predefined
• Content can only be tentatively selected
• Learning will be based on the creation of knowledge, especially
self-knowledge
• Curriculum development is highly political requiring
administrators and teachers to work together
Key author: Glatthorn (naturalistic model)
Glatthorn Naturalistic Model
(Ornstein & Hunkins, 1993, p. 274; Glatthorn, 1987, p. 89+)

1. Assess the alternatives - evaluate current


approaches
2. Stake out the territory
• define course parameters
• define learning audience
• define learning activities
3. Develop a constituency
--->
4. Build the knowledge base
• identify content
• gather data on faculty skill and support
• gather data on student audience
5. Block the unit
• select unit topics
• write general objectives
6. Develop unit planning guide

--->
7. Plan quality learning experiences
• Select experiences not content to be learned
8. Develop course examination
• Tell how learning will be documented (not
test development)
9. Develop learning scenarios
10. Package the product

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