Presentation on theme: "Chapter 3 Curriculum Planning: A Multi-level, Multi-sector Process."— Presentation transcript:
Chapter 3 Curriculum Planning: A Multi-level, Multi-sector Process
Curriculum 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.
Teachers 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.
Decisions -Curriculum (Planning) p Course requirements (ie technology credit) 2. Interdisciplinary 3. Bringing diversity into the classroom 4. Character education/sex education 5. Critical thinking 6. Bilingual education
Five Levels of Curriculum 1st level: Classroom –Goals/objectives –Select subject matter –Select materials –Identify resources
2nd Level: Team (Grade/Dept.) –Cooperative planning –Determine Content –Sequencing of subject matter
3rd Level: School Level –Curriculum deficiencies –Planning for accreditation –Choosing textbooks –Library/Learning centers –Compliance with the state & federal mandates –Reducing absenteeism
4th Level: School District Level –Adding new program/deleting programs –Reviewing achievements –Writing/Reviewing grants –Evaluating and articulating programs
5th Level: State Level –Responsibility of curriculum –Provides leadership to schools –Interprets, enforces and monitor legislated regulations –Disburses monies –Accredits and monitors –Standards for graduation
–Participation on the regional, national and international level sectors is usually a voluntary activity
Chapter 4 Curriculum Planning: The Human Dimension
There 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.
Students, 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
Part of Curriculum Principal Curriculum leader Teacher Students Parents/citizens
The Curriculum Coordinator Must: Possess a good general education Have a good knowledge of both general and specific curricula Be knowledgeable about resources for curriculum development Be skilled in research and knowledgeable about locating pertinent research studies
Be knowledgeable about the needs of learners, the community, and the society Be a bit of a philosopher, sociologist, and psychologist Know and appreciate the individual characteristics of participating colleagues
Chapter 5 Models for Curriculum Development
There are various models of curriculum development. Four models are presented Models can be in the forms of lists, diagrams, linear, deductive, inductive, prescriptive, and descriptive Curriculum developers should become familiar with the various models and
–Develop one that is understandable and suitable for the school they are working with.
Curriculum Models All 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
“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
“Prescriptive” - what ought to be done “Descriptive” - platform, deliberation and design