1. Curriculum Design and Evaluation Session One

2. Introduction Syllabus review Introduction – Name – Level you teach – Area you teach – Where you teach

3. Activity If education was built in a marsh or other soft area, and Pillars were driven far into the ground to support it If each pillar represented a facet of education that was necessary what are some of the pillars that are needed for a great education or school?

4. Pillars Obviously since this is a curriculum class, Curriculum is a Pillar What others?

5. Others Scheduling Discipline Order/Structure

6. What are some Others

7. Activity Define what curriculum is to you?

8. What is it? Narrowly defined it is the study of subjects taught- Science, Reading, Math Physical Education More broadly defined it is experiences necessary for individuals of a society to have- social skills, problem solving, communication

9. What is it? It is designed for both present and emerging purposes It is Dynamic- always changing and adjusting to: – Complexities of the subject – Deeper understandings

10. What is it? Has curriculum changed between the time you were in school and what you currently teach? Were you prepared for the future? Can we do that Now?

12. Approaches to Curriculum Six main Approaches – Behavioral – Managerial – Systems – Academic – Humanistic – Reconceptualist

13. Approaches to Curriculum Most people do not follow one approach, but have an holistic or a metaorientation of curriculum It encompasses their personality, personal philosophy, psychological theory Master educators do not have one view

14. A Personal Approach A personal Approach may look like this The problem is when your philosophy is like this and the organization is different. This conflict cause problems

15. Conflict Usually does not happen with new teachers Often occurs between an organization or person that views curriculum in a technical/ scientific way and the organization or person views it in an more avant-garde or nontechnical or scientific manner

17. Behavioral Approach The oldest and most widely used approach for curriculum design and development Includes step-by-step strategies for formulating curriculum- it includes models and paradigms – Goals and objectives – Content is sequenced to coincide with objectives – Learning outcomes are tied to goals and objectives

18. Behavioral Approach The model is what everything is compared to Used for more than 90 years Based on a business model as if schools were a factory Concerned about efficiency The goal of this model is to reduce teaching and learning to precise behaviors ( that anybody could do)

19. Behavioral Approach How do schools deal with efficiency? What are some things they do?

20. Behavioral Approach How schools deal with efficiency? – Make class sizes larger – Hire fewer administrators – Reduce teacher salaries ( hire less trained and inexperienced teachers) – Others

21. Behavioral Approach The initial Behavioral curriculum were tedious ( Bobbitt). Objectives took small increments and moved slowly They were criticized for all of their objectives The later models were more practical

22. Behavioral Approach The later models were more practical – They cut back on the lockstep model – Made the objectives broader – Tied the objectives to the organization’s ( school of district ) philosophy or mission – Took into consideration learner needs

23. Behavioral Approach Strategies that were associated with this model were – Drill and Practice – Direct Instruction – Monitoring progress – Prompt feedback What are the pros and cons of these activities?

24. Managerial Approach The Managerial approach is an offshoot of the Behavioral approach, however they do so in a more practical manner One problem is each time it was revised it got longer Consideration is given to – Schedules – Space ( rooms ) – Resources and equipment – Usually involves a group process with a committee

25. Managerial Approach Like the behavioral approach, it relies on a logical steps An emphasis Is placed on change, on the committee being a change agent Driven very much by a curriculum specialist sometimes the superintendent Often named after the area- ex. “The Portland Plan”

26. Managerial Approach Popular in the 50s and 60s Under this plan, administrators had to be very strong in curriculum Curriculum ideas became political issues

27. Systems Approach Very top-down driven Viewed in the sense of a flow chart- who did what where In business and the military, the systems approach meant each cog ( person in the total system) understood their specific role Schedules, resources are planned to change people’s behavior

28. Organizational Chart An organization chart is the standard way to convey information. The Department of Labor has a good one. These charts reflect Weberian theory of hierarchy. They also reflect Scientific Management and the Principles School. Here are theoretical concepts and how the chart shows them. Frederick W. Taylor was a leader in Scientific Management. Labor Taylor

29. Organizational Chart Hierarchy: start at top with president, mayor, director Graded authority: subordinate officials are below Fixed jurisdiction: boxes Unity of command: lines cannot cross, no dotted lines Specialization: boxes Span of control: shown with wires Highly rational: boxes in right place Vertical communication: wires

30. Organizational Chart for a School District

31. Line and Staff Relationships Work is divided into specialized tasks and standardized. The hierarchy of authority ( the right to direct ) and responsibility ( the obligation to perform ) is the chain of command. Line authority is linear and derived from position, staff authority is an advisory relationship.

32. High School Organizational Chart

33. Elementary School

34. Systems Approach Organizational Charts are a a direct influence of this model Below is an example of a policy from a district POLICY STATEMENT Lines of authority and responsibility (line relationships) are necessary so that all district staff clearly know to whom they are responsible and under whose direction or authority they work. These lines are not meant to restrict cooperative working relationships and/or communications between staff persons; they are intended to help each staff person know how to work more effectively with others if everyone's authority and responsibilities are clearly known. The Superintendent shall be directed to clearly establish a system of line and staff relationships that foster the development of the best possible school programs and services.

35. Systems Approach Large district use them often Some are off the shelf models TQM ( Total Quality Management) is a famous approach promoted by Edward Demmings – it has a different shift with team responsibilities and a concern for the students

36. Systems Approach TQM ( total Quality Management in relation to curriculum development is concerned with such things as profound Knowledge Profound Knowledge is based on: – Systematic thinking – Theory of variation – Theory of knowledge – Knowledge of psychology

37. Systems Approach Profound Knowledge Systematic thinking- allows each individual to know their role and how it interplays with others and what the end goals is A fourth grade teacher- see how what she did effects fifth graders and the finally the finished product Theory of variation- it recognizes that each individual in the system possess unique knowledge that is essential for the system to work. It is essential that the individuals communicate, respect and cooperate with each other. – If you have ever seen the opposite, you know that this is a disaster, if you have seen it, you know it works

38. Systems Approach Profound Knowledge Theory of knowledge- it is essential that people in the system are knowledgeable about their subject matter. Must know your subject matter Knowledge of psychology- optimizes the the participation and learning of the students – Must understand how to teach and relate to others

39. Academic Approach People who use this approach tend to be historical or philosophical and less concerned with the practical and social Usually very theoretical and concerned with scholarly aspects Text that were developed using this model tended to be weak, It tended to overwhelm beginning

40. Academic Approach This approach has partially returned in recent times – Emphasis is placed on understanding how knowledge is constructed, deconstructed and reconstructed – This method was very concerned with presenting a broad variety foundational issues related to the topic, such as historical, philosophical, social and political

41. Humanistic Was a response to the rigid technical approaches It emphasizes; the personal and social aspects The artistic, physical and social aspects of the subject matter Part of the child center movement

42. Humanistic Many products of this approach still exist such as: Lessons based on life experiences Group games Artistic endeavors Dramatizations Field trips learning centers Creative problem solving Active student participation socialization

43. Humanistic Many products of this approach still exist such as: Lessons based on life experiences Group games Artistic endeavors Dramatizations Field trips learning centers Creative problem solving Active student participation Socialization Became popular again in 1970s- alternative ed

44. Humanistic Curricularist who believe in this support cooperative learning, independent learning, social activities, small group learning They are against competition and teacher directed activities, large group instruction

45. Humanistic Curricularist who support this develop curriculum with the support of teacher’s input in the curriculum development Curricular committees are bottom –up

46. Reconceptualist Approach Very like the humanistic approach Concerned with change and reform Specifically concerned with the interaction with politics, economics, social and moral and artistic forces School is an extension of society and the best way to improve society

48. Hidden/Unplanned Curriculum Every district has a document planned curriculum some also have a unplanned curriculum also called the informal or the hidden curriculum Sometimes this unplanned curriculum is more operational, as teachers try and implement the planned curriculum they realize it is flawed or lacking and do things not on the book

49. Hidden/unplanned Curriculum I have seen teachers use old basal series or supplement it with other material bought or Teacher made The hidden curriculum is more insidious than this. It develops and often conflicts with the stated curriculum usually from a strong peer.

50. Hidden Curriculum Some examples might include: – An over emphasis on grades promotes cheating – An over emphasis on discipline promotes overly passive or compliant behavior

51. Curriculum Theory Theory is the most advanced views about curriculum in the field However, theory and practice do not always mesh It is very important that when using the newest theory you take this into consideration- This is why Teachers as part of the process is important- Sometimes teachers are resistant to change and fight new ideas, So there needs to be a balance

52. Curriculum Theory “Theory should provide a framework with which to conceptualize and clarify important problems and techniques.” Deker Walker

53. Responsibilities of Curriculum Workers Develop technical methods and tools Blend theory building with practice Agree on what is involved with curriculum and design Be a change agent Create a mission or goal statement to focus behaviors Be open to new curricular trends Confer with parental, community, and professional group Encourage colleagues to solve professional problems Develop a program for continuous curriculum Development Balance subject area and grade levels and integrate them into the total Curriculum Understand current research in teaching and learning

54. Students role? How should the students be involved in curriculum development and evaluation?

55. Teachers role Should be involved in almost every phase – Develop – Implement – Evaluate Use a bottom-up approach

56. Principal's Role Conflicting opinions on this Most curriculum experts feel that it is the role of the principal to be the curriculum leader Most principals feel it is their role, but that they do not spend enough time with it. They often assign it to a subordinate On the other hand, Most teachers feel that principals are incapable of curriculum leadership and do not want their assistance in in these technical areas