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

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Presentation on theme: "History and Theory behind Curriculum Design EDU 4407: Secondary Curriculum."— Presentation transcript:

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: (1) it is the entire range of experiences, both undirected and directed, concerned in unfolding the abilities of the individual; or (2) It is the series of consciously directed training experiences that the schools use for completing and perfecting the unfoldment.”

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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 (C) The nature & structure of knowledge (B) The needs of the learner (A) The needs of the society

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 1. Selection of subject matter 2. Organization of subject matter 3. Approaches to Subject Matter

10 (C1) Selection of Subject Matter (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) 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 purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? (content) 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 purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? (teaching strategies) 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 purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? 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) How can we determine whether and to what extent these purposes are being attained? (assessment and evaluation)

17 References /module01/mod1_sec3.htm /module01/mod1_sec3.htm /module01/mod1_sec3.htm /module01/mod1_sec3.htm Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company. 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. 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. Tyler, R. (1949) Basic principles of curriculum and instruction. Chicago: Chicago University Press.


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