1. History and Theory behind Curriculum Design
EDU 4407: Secondary Curriculum

2. Curriculum Defined by Franklin Bobbitt (1918)
“Latin for race-course, or the race itself,--a place of deeds. As applied to education, it is that series of things which children and youth must do and experience by which of developing abilities to do the things well that make up the affairs of adult life...” (p 42)

3. Curriculum Defined by Franklin Bobbitt (1918) cont’d
“The curriculum may, therefore, be defined in two ways:
it is the entire range of experiences, both undirected and directed, concerned in unfolding the abilities of the individual; or
It is the series of consciously directed training experiences that the schools use for completing and perfecting the unfoldment.”

4. Read the small text

5. Curriculum Defined by D. and L. 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.”

6. The Tyler Model of Curriculum Design
Possible introductory activity: article on Tyler

7. (A) The Needs of the Society
Literacy
Vocational skills
Social order & morality
Interpersonal skills
Transmission of values & culture
Creativity & innovation

8. (B) Needs of the Learner
Cognitive development
Linguistic development
Psycho-social development
Moral/affective development
Vocational focus

9. (C) The Nature & Structure of Knowledge
Selection of subject matter
Organization of subject matter
Approaches to Subject Matter

10. (C1) Selection of Subject Matter
Criteria: Relevance, importance, priority
Scope: Amount, depth of coverage, concentration
Sequence: Hierarchy & progression of complexity or difficulty

11. (C2) Organization of Subject Matter
Discrete subjects or courses
Broad fields or disciplines
Core or interdisciplinary
Skills or processes
Projects & activities

12. (C3) Approaches to Subject Matter
Textual
Experimental
Developmental
Psycho-social
Experiential

13. Fundamental Questions in Developing Curriculum
What educational purposes should the school seek to attain? (purpose or objectives)

14. Fundamental Questions in Developing Curriculum
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes? (content)

15. Fundamental Questions in Developing Curriculum
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized? (teaching strategies)

16. Fundamental Questions in Developing Curriculum
What educational purposes should the school seek to attain?
What educational experiences can be provided that are likely to attain these purposes?
How can these educational experiences be effectively organized?
How can we determine whether and to what extent these purposes are being attained? (assessment and evaluation)

17. References http://curricublog.org/2006/10/22/curriclum-what/
Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company.
Tanner, D., & Tanner, L. N. (1980). Curriculum development: theory into practice (2nd ed.). New York: Macmillan.
Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago: Chicago University Press.