Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
VAISHNAVI PUNUSAMY
TECHNICAL-SCIENTIFIC APPROACH
(MODERNIST PERSPECTIVE)
THE MODELS OF BOBBITT AND CHARTERS
Tea cher create tea ching -learning units- build to a general design
Today’s curriculum designer- follow steps 1,2,5,6 and 7 from Taba Model
7 STEPS THE TABA MODEL : GRASSROOTS
RATIONALE
SELECTION OF ORGANIZATION OF
CONTENT CONTENT
FORMULATING OF
DIAGNOSIS OF OBJECTIVE -Objective & -Organize into
NEEDS content= Should sequence, consider
-Teacher specifies match
-Needs assessment students’ maturity,
objective
-Objective a cademic and
suggest the interest
content
Get the tea chers thinking like the assessors before they develop the curriculum
units and lesson
When educators clearly identified the curriculums’ goals and determine how to assess
it, they are ready to plan instructional a ctivities
THE BACKWARD-DESIGN MODEL
DETERMINING
PLAN LEARNING
IDENTIFY EXPECTED EVIDENCE
EXPERIENCE
ENDPOINTS (EVALUATION)
(INSTRUCTIONAL ACTIVITIES)
-What to acc -How to know it meets
-What knowledge &skill need
omplish the standards
to succeed
-What students should know& -Evidence to be collected to
-What activities needed
able to do (skills) assess the effectiveness
-What should be taught
*3 Level Of Decision Making -Suggest various assessment
method (informal checks, -What material to use
(Refer next slide)
observation, quiz, test,
practical test.
THE BACKWARD-DESIGN MODEL
3 Level Of Decision Making
(First Step Of Model ~ Identify School
Programs’ Goal)
EDUCATOR considers goal and check on
national, state and lo cal content standards
• actions
Stresses. that when thingking about currere , we should remember that
curriculum development is a process even after it is created. It is not a static
phenomenon.
SLATTERY’S APPROACH TO CURRICULUM
5. Curricularists
DEVELOPMENT
nee d to re alize they
to b e not a curriculum
need developers but also scholars of curriculum just
.
• Scholarship requires delving in hermeneutics (science of
interpretation)
DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Defined as the depth of curricular content and experiences.
• Allows the learner to add depth and richness tohis or her understanding .
• But, postmodernists counter that these stru ctures are dynamic and even
c ha otic relations of which curricularists should be aware .
3. RELATIONS
DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Cultural relations :
cre ate educational programs within cultural
e ducators contexts .
• Doll urges educators and all people ‘ to honor the localness of our
perception and to realize that our loc al perspectives integrate into a larger
cultural, ecologic al, cosmic matrix.
3. RELATIONS
DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• The most important of the four R’s.
4.
RIGOR
DOLL’S MODEL OF CURRICULUM
• There are
DEVELOPMENT ( 4 R’S)
myriad relations and arrangements of the contents and
4.
RIGOR
ENACTING CURRICULUM DEVELOPMENT
Selecting Selecting
The final
curriculum educational
synthesis
experiences environments
PARTICIPANTS IN CURRICULUM DEVELOPMENT
Curriculum
Teachers Students Principals
specialists
Assistant Board of
superintendents Lay citizen
superintendents Education
• Students need to be considered as being active citizens, not just “citizens -in-
waiting .”
• Today’s youth are developmentally ready to participate in providing suggested
curricular input.
• Students are citizens who need to have their voices heard.
• Involved in curriculum design and development provides students with
opp ortunities to engage in collab orative decision making and inquiry
• Students involved in creating their curriculum can be further Motivated not only to
learn explicit content, but to learn implicitly
• That their opinions and choices matter and have educational value .
PARTICIPANTS IN CURRICULUM DEVELOPMENT
PRINCIPAL
When principals had accepted an instructional leadership role,
they spent less time on administrative , financial, and logistic al
tasks .
Many principals need to realize that they sorely lack curricular
and instructional expertise.
Effective principals realize that schools must function as
learning communities with close ties to the outside
neighborhood.
Ideally , they believe that curriculum committees should
involve community members along with students in decision
making.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
CURRICULUM SPECIALISTS
Curriculum specialists are responsible for ensuring that programs
are conceptualized, designed and implement.
This requires considerable understanding of curriculum and skill in
managing people.
They must know how to design and develop curriculum and how to
supervise and evaluate instruction.
Some school, ask outsider to assists in curriculum development.
These outsider facilitators may be subject -matter experts who assist in
selecting and organizing content, experts in
instructional design who provide guidance on choosing
pedagogical approaches.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
ASSISTANT SUPERINTENDENTS
This person :
a) Chairs or advises the general curriculum advisory committee
b) Informs the superintendents of major trends in the field of curriculum and how
these trends are affecting the school system
c) Work with elementary and secondary directors regarding curricular a ctivity
d) Is in charge of the budget for curriculum a ctivity
e) Provides input into the statement of philosophy, aims and goals
f) Guides evaluation relevant to aims and goals
g) Manages long - and short - term a ctivities designed to strengthen programs
The assistant superintendent also helps formulate policies concerning curriculum
innovation.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
SUPERINTENDENTS
Is the school system’s chief administrator.
Superintendents responds to matters before the school board,
initiates curriculum activity, starts programs for in -service training
of teachers, informs all district personnel of changes occurring in
other schools and processes demands form outside the system
for change or maintenance of educational offerings.
Good superintendents inspire change and enable curricula
to respond to changing action.
Set up communication networks to inform and involve the
public with regards to curriculum process.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
BOARDS OF EDUCATION