1. Chapter 7- Curriculum Development

2. Models of Curriculum Development
Technical
Nontechnical (Holistic)

3. Technical Models
Tyler
Taba
Hunkins

4. Nontechnical Models Naturalistic Deliberation Six-Phase Deliberation
Postmodern

5. Tyler’s Model
Four Questions
Linear

6. 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

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

8. 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

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

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

11. 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

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

13. Developing a Curriculum
Curriculum Content
Curriculum Experiences

14. Curriculum Content
Organization
Criteria for selection

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

16. Criteria Self-sufficiency Significance Validity Interest Utility
Learnability
Feasibility

17. 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?

18. Educational Environments
Adequacy
Suitability
Efficiency
Economy

19. 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