Chapter 7- Curriculum Development

Models of Curriculum Development Technical Nontechnical (Holistic)

Technical Models Tyler Taba Hunkins

Nontechnical Models Naturalistic Deliberation Six-Phase Deliberation Postmodern

Tyler’s Model Four Questions Linear

Taba’s Model Teacher Participation Seven Steps Diagnosis of needs Formulation of objectives Selection of content Organization of content Selection of learning experiences Organization of learning activities Evaluation and means of evaluation

Hunkins’ Decision-Making Model Curriculum conceptualization and legitimization Diagnosis Content selection Experience selection Implementation Evaluation Maintenance

Naturalistic Model (Glatthorn) Assess the alternatives Stake out the territory Develop a constituency Build a knowledge base Block in the unit Plan quality learning experiences Develop the course examination Develop the learning scenarios

Deliberation Model Considers the interrelatedness of reality means and ends affect each other Proceeds from problems to proposals to solutions Occurs within cultural contexts

Six-phase Deliberation Model Public sharing Highlighting agreement and disagreement Explaining positions Highlighting changes in positions Negotiating points of agreement Adopting a decision

Conversational Approach Social Activity Ideology, Beliefs, Values, Empowerment, Power, Consensus Dialogue and Debate Five Phases free association clustering interests formulating questions or curricular focuses sequencing questions or curricular forces constructing contexts for the focuses

Postmodern Models Detachment from conventional procedures Uncertain systems and procedures Students have more work to do Critical dialogue Uncertainty/Imprecision

Developing a Curriculum Curriculum Content Curriculum Experiences

Curriculum Content Organization Criteria for selection

Organization Logical Psychological organize content according to rules and concepts Psychological Experience the concrete first, then the more abstract

Criteria Self-sufficiency Significance Validity Interest Utility Learnability Feasibility

Curriculum Experiences Related to the instructional component of the curriculum Will the experience do what we wish it to do in light of the overall aims and goals of the program and the specific objectives of the curriculum?

Educational Environments Adequacy Suitability Efficiency Economy

Participants in Developing the Curriculum Political Arena what type of curricula will benefit what students how to select those criteria who will receive the benefit of particular curricula how to deliver those benefits School Arena Participants Governmental Participants NonGovernmental Participants