Curriculum Planning: A Multi-level, Multi-sector Process 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. 45 1. Course requirements (ie technology credit) 2. Interdisciplinary 3. Bringing diversity into the classroom 4. Character education/sex education 5. Critical thinking 6. Bilingual education

Reading Gifted/Talented

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

Curriculum Planning: The Human Dimension 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

Models for Curriculum Development 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