Presentation on theme: "Curriculum Planning: A Multi-level, Multi-sector Process"— Presentation transcript:
1Curriculum Planning: A Multi-level, Multi-sector Process Chapter 3Curriculum Planning: A Multi-level, Multi-sector Process
2Curriculum development is a collaborative effort. Planning can take place on five levels: classroom, team/grade/department, individual school, school district, and state.From the state to the classroom, each level exercise authority over levels below it.
3Teachers and curriculum specialist find opportunities to participate actively in curriculum development at the first four levels.Some curriculum workers are asked by the state to serve on curriculum projects.
4Decisions -Curriculum (Planning) p. 45 1. Course requirements (ie technology credit)2. Interdisciplinary3. Bringing diversity into the classroom4. Character education/sex education5. Critical thinking6. Bilingual education
72nd Level: Team (Grade/Dept.) Cooperative planningDetermine ContentSequencing of subject matter
83rd Level: School Level Curriculum deficiencies Planning for accreditationChoosing textbooksLibrary/Learning centersCompliance with the state & federal mandatesReducing absenteeism
94th Level: School District Level Adding new program/deleting programsReviewing achievementsWriting/Reviewing grantsEvaluating and articulating programs
105th Level: State Level Responsibility of curriculum Provides leadership to schoolsInterprets, enforces and monitor legislated regulationsDisburses moniesAccredits and monitorsStandards for graduation
11Participation on the regional, national and international level sectors is usually a voluntary activity
12Curriculum Planning: The Human Dimension Chapter 4Curriculum Planning: The Human Dimension
13There are various roles played by persons and groups involved in curriculum development at an individual school.Principals that perceive themselves as instructional leaders take an active part in curriculum development. Others may delegate the responsibility of curriculum development.
14Students, parents, and other community persons may participate in curriculum improvement by providing data about their own learning, serving on committees, answering surveys, and serving as resource persons.Teachers and specialist share the greatest responsibility for curriculum development
15Part of Curriculum Principal Curriculum leader Teacher Students Parents/citizens
16The Curriculum Coordinator Must: Possess a good general educationHave a good knowledge of both general and specific curriculaBe knowledgeable about resources for curriculum developmentBe skilled in research and knowledgeable about locating pertinent research studies
17Be knowledgeable about the needs of learners, the community, and the society Be a bit of a philosopher, sociologist, and psychologistKnow and appreciate the individual characteristics of participating colleagues
18Models for Curriculum Development Chapter 5Models for Curriculum Development
19There are various models of curriculum development. Four models are presentedModels can be in the forms of lists, diagrams, linear, deductive, inductive, prescriptive, and descriptiveCurriculum developers should become familiar with the various models and
20Develop one that is understandable and suitable for the school they are working with.
21Curriculum ModelsAll meet the criteria for curriculum model; one cannot be considered better than the others“Deductive” - starting with generalization and leading to actual development“Inductive” - is starting with actual development and leading to generalization
22“Linear” - propose a certain order or sequence of progression through the various steps “Non-linear” - permit planners to enter at various points, skip components, reverse the order, work on two more components at the same time
23“Prescriptive” - what ought to be done “Descriptive” - platform, deliberation and design