Developingthecurriculumchapter7 130422104505 Phpapp01

CHAPTER 7:
DATA-DRIVEN DECISION
MAKING
Developing the Curriculum
Eighth Edition
Peter F. Oliva
William R. Gordon II
AFTER STUDYING THIS CHAPTER YOU

SHOULD BE ABLE TO:
Identify
content.
and describe major sources of curriculum
Outline
levels and types of needs of students.
Outline
levels and types of needs of society.
Show
how needs are derived from the structure of

a discipline.
Describe
the steps in conducting a needs

assessment.
Construct
an instrument for conducting a

curriculum needs assessment.
Oliva/Gordon Developing the Curriculum, 8e.

2012, 2009, 2005, 2001, 1997 by Pearson Education, Inc. All Rights
7-2
OUR EVER-CHANGING WORLD

While
our nation continues to compete for market

share in the global economy the debate on a worldclass educational system continues to be shaped.
Understanding
how to develop curriculum that

addresses the challenges students will face in our
ever-changing global community is an important
role of the educator.

7-3
QUESTIONS RAISED
As
we study our nations recent efforts to reform

education we could raise a number of questions:
How do we develop our curriculum, based on the
needs of our society, to allow its members to
compete in the 21st century?
What needs are there to which curriculum planners
must pay attention?
What should be included in developing the
curriculum?
How do we know if the needs are being met
satisfactorily and how do we allow for changes in
the curriculum if they are not?

7-4
21ST CENTURY SKILLS

In
order for schools to provide a learning

environment that promotes 21st century skills,
classrooms will need to evolve to meet the needs
of the modern learner and of our global society.
The
curriculum developer has a plethora of

decisions to make when designing content that will
positively impact learning. By understanding the
needs of society and by using data to make
informed instructional decisions, educators can
systematically approach these opportunities and
challenges.

7-5
CATEGORIES OF NEEDS
By
carrying out a process through data-collection

and analysis, curriculum planners study the needs
of learners, society, and subject matter.

7-6
CATEGORIES OF NEEDS
In
Chapter 6 we learned that the statements of

educational aims and philosophy are based on
needs of students in general and needs of society.
Statements
of aims and philosophy point to

common needs of students and society and set a
general framework within which a school or school
system will function.

7-7
CATEGORIES OF NEEDS
Some
examples of both student and society needs
are:
to develop the attitude and practice of a sound
mind in a sound body
to promote concern for protecting the environment
to develop a well-rounded individual
to develop skills sufficient for competing in a
global economy
to develop a linguistically, technologically, and
culturally literate person

7-8
A CLASSIFICATION SCHEME
It is important to note that the needs of the

student cannot be completely divorced from those
of society, or vice versa.
To further understand the needs of the student

and society lets look at the following classification
scheme:
needs of students by level
needs of students by type
needs of society by level
needs of society by type

7-9
NEEDS OF STUDENTS: LEVELS
The six levels of student needs of concern to the

curriculum planner may be identified as:
1. human
2. national
3. state or regional
4. community
5. school
6. individual

7-10
HUMAN
The curriculum should reflect the needs of students

as members of the human race, needs that are
common to all human beings on the globe, such as
food, clothing, shelter, and good health.

7-11
NATIONAL
To
become aware of nationwide needs of students,

the curriculum planners should be well-read, and it
is helpful for them to be well-traveled.
The
curriculum planner should recognize changing

needs of our countrys youth. For example,
contemporary young people must learn to live with
the computer, to conserve dwindling natural
resources, to protect the environment, and to
change some basic attitudes to survive in twentyfirst century America.

7-12
STATE OR REGIONAL
Curriculum
planners should determine whether

students have needs particular to a state or region.
Some
states or regions may require students to be

equipped with specific knowledge and skills for
their industrial and agricultural specializations.

7-13
COMMUNITY
The
curriculum developer studies the community

served by the school or school system and asks
what students needs are in this particular
community.
Students
who finish school and choose to remain in

their communities will need knowledge and skills
sufficient for them to earn a livelihood in those
communities.

7-14
SCHOOL
The
curriculum planner typically probes and excels

at analyzing the needs of students in a particular
school.
These
needs command the attention of curriculum

workers to such an extent that sometimes the
demands of the individual students are obscured.
Data
and program analysis are keys to determining

the needs of students in a school.

7-15
INDIVIDUAL
The
needs of individual students in a particular

school must be examined. Does the school provide
curriculum for students who are:
gifted
average
low performing
exceptional students
medically fragile

7-16
KEY CONSIDERATION
Each
level of student needs builds on the preceding

level and makes, in effect, a cumulative set. Thus,
the individual student presents needs that emanate
from his or her:
individuality
membership in the school
residence in the community
living in the state or region
residing in the United States
belonging to the human race.

7-17
NEEDS OF STUDENTS: TYPES

Another
dimension is added when the curriculum

planner analyzes the needs of students by types.

7-18
PHYSICAL/BIOLOGICAL
A
sound curriculum aids students to understand

and meet their physical needs not only during the
years of schooling but into adulthood as well.
The
curriculum planner should be aware that

students need movement, exercise, rest, proper
nutrition, and adequate medical care.

7-19
SOCIO-PSYCHOLOGICAL
Curriculum
workers must be able to identify sociopsychological needs of students and incorporate

ways to meet these needs into the curriculum.
Among
the common socio-psychological needs are

affection, acceptance and approval, belonging,
success, and security. Furthermore, each individual
needs to be engaged in meaningful work.

7-20
EDUCATIONAL
The
curriculum worker should keep in mind that

educational needs do not exist outside the context
of students other needs and societys needs.
The
educational needs of students shift as society

changes and as more is learned about the physical
and socio-psychological aspects of child growth and
development

7-21
NEEDS OF SOCIETY: LEVELS

The
curriculum worker not only looks at the needs

of students in relation to society, but also at the
needs of society in relation to students.
These
two levels of needs sometimes converge,

diverge, or mirror each other.

7-22
NEEDS OF SOCIETY: LEVELS

As
we did in the case of assessing students needs,

lets construct two simple taxonomies of the needs
of society: first, as to level, and second, as to type.
We
can classify the levels of needs of society from

the broadest to the narrowest: human,
international, national, state, community, and
neighborhood.

7-23
HUMAN
Some
of the needsor demands, if you willof

society are common to the entire human race.
We
might ask, what needs do human beings

throughout the world have as a result of their
membership in the human race?

7-24
INTERNATIONAL
Curriculum
developers should consider needs that

cut across national boundaries and exist not so
much because they are basic needs of humanity
but because they arise from our loose
confederation of nations.
Curriculum
workers need to be aware of former

and current challenges faced by countries in our
world.

7-25
NATIONAL
The
curriculum planner must be able to define the

needs of the nation with some degree of lucidity.
The
curriculum planner must be cognizant of

careers that are subject to growth and decline.
The
curriculum worker must be a student of

history, sociology, political science, economics, and
current events to perceive the needs of the nation.

7-26
STATE
States
also have special needs and have a

responsibility to provide for their citizenry on a
variety of levels.
They
play a major role in influencing curriculum

offerings at the local level. Job opportunities, needs
for training of specialized workers, and types of
schooling needed differ from state to state and
pose areas of concern for curriculum workers. In
order to attract industry to create jobs in a
complex and evolving global marketplace, states
have a stake in determining the curriculum.

7-27
COMMUNITY
Curriculum
workers are more frequently able to

identify the needs of a community because they
are usually aware of significant changes in its
major businesses and industries.
Schools
can makeand cannot avoid the obligation

to makean impact on the future citizens of the
community whom they are educating by making
them aware of the problems and equipping them
with skills and knowledge that will help them
resolve some of the problems.

7-28
NEIGHBORHOOD
Are
there needs, the curriculum developer must

ask, peculiar to the neighborhood served by the
school? As a result, the curriculum worker must be
perceptive of changes in neighborhoods.
Examples
are:
The people of the inner city have needs which
differ from those who live in the suburbs.
The needs of people in areas that house migrant
workers are much different from those of people
in areas where executives, physicians, and
lawyers reside.

7-29
NEEDS OF SOCIETY: TYPES

The
curriculum planner must additionally look at

the needs of society from the standpoint of types.
Some examples of societal needs that have
implications for on the curriculum are:
political
social
economic
environmental
defense

7-30
SOCIAL PROCESSES
Numerous
attempts have been made throughout the

years to identify societal needs or demands under the
rubrics of social processes, social functions, life
activities, and social institutions.
Curriculum
specialists who seek to delineate social

processes or functions do so in order to identify
individual needs that have social origins.
It
might be argued, parenthetically, that all personal

needs (except purely biological ones) are social in
origin.

7-31
NEEDS DERIVED FROM THE

SUBJECT MATTER
Each
subject contains certain essential areas or topics

(the bases for determining the scope of a course) that,
if the learner is to achieve mastery of the field, must be
taught at certain times and in a certain prescribed order
(sequence).
The sequence could be determined by:

increasing complexity (as in mathematics,
foreign
languages, English grammar, science)

logic (as in social studies programs that begin with
the childs immediate environmentthe home and
schooland expand to the community, state, nation,
and world)
psychological means (as in career education
programs that start with immediate interests of
learners and proceed to more remote ones)

7-32
CHANGES IN THE DISCIPLINES

Changes
in the major disciplines are not new. The

scholarly ferment of the 1950s, precipitated by the
National Defense Funds , changed what content
should be taught in a course:
The new math, the new science, and the
widespread development of the audio-lingual
method of teaching foreign languages created
new definitions and structures in those
disciplines.

7-33
PERFORMANCE
OBJECTIVES/STANDARDS
Currently,
many state departments of education

and/or local school districts have published syllabi,
courses of study, and curriculum guides developed by
teacher-specialists in particular fields.
Typically,
these publications outline:
the
structure of a subject and the appropriate grade

level for each topic
the performance objectives, standards, and
benchmarks (measureable learner expectations, i.e.,
what a student should know at a particular
developmental level or grade)
skills, or competencies to be accomplished; and often
the order of presentation (sequence) of topics
7-34
PERFORMANCE
OBJECTIVES/STANDARDS
An
attractive aspect of the standards-based

movement to politicians and stakeholders is the
ability for large-scale assessment tests to be
incorporated by states in order to determine
student performance.
Although
specification of subject-matter standards

has been subjected to criticisms such as a
narrowing of the curriculum and test- driven,
the movement continues strong.

7-35
CONDUCTING A NEEDS ASSESSMENT

A
systematic procedure for studying needs and

identifying those not met by the schools curriculum
is referred to in the literature as a needs
assessment.
In
its simplest definition, a curriculum needs

assessment is a process for identifying
programmatic needs that must be addressed by
curriculum planners.

7-36
The objectives of a needs assessment are

twofold:
1. to identify needs of the learners not being met
by the existing curriculum.
2. to form a basis for revising the curriculum in
such a way as to fulfill as many unmet needs as
possible.
Conducting a needs assessment is not a single,

one-time operation but a continuing and periodic
activity.

7-37

Since
the needs of students, society, and the

subject matter change over the years and since no
curriculum has reached a state of perfection in
which it ministers to all the educational needs of
young people, a thorough needs assessment
should be conducted periodicallyat least every
five yearswith at least minor updating annually.

7-38
PERCEIVED NEEDS APPROACH

Some
schools limit the process of assessing needs

to a survey of the needs of learners as perceived
by:
teachers
students
parents
Instead
of turning to objective data, curriculum

planners in these schools pose questions that seek
opinions from one or more of these groups.

7-39
PERCEIVED NEEDS APPROACH

The
perceived needs approach is limited. By its

very nature, it is concerned with perceptions rather
than facts.
Although
the curriculum planner must learn the

perceptions of various groups, he or she must also
know what the facts are.

7-40
Data Collection
Those
charged with conducting a needs

assessment should gather data about the school
and its programs from whatever sources of data
are available.
Data
may be obtained from various sources,

including student records; school district files;
surveys of attitudes of students, teachers, and
parents; classroom observations; and examination
of instructional materials.

7-41
STEPS IN THE NEEDS ASSESSMENT

PROCESS
The
needs assessment process is designed to

inform those affected by the process as to which
curriculum features should be kept as is, kept with
revision, removed, and/or added.
Those
conducting a needs assessment must gather

extensive data about the school and community
and must make use of multiple means of
assessment, including opinions, empirical
observation, inventories, predictive instruments,
and tests.

7-42
STEPS IN THE NEEDS ASSESSMENT

PROCESS
They
should follow constructive techniques for

involving and managing individuals and groups
throughout the process, and must apply effective
methods for sharing information to keep
participants and the community abreast of the
process. They must seek out the help of persons
trained and experienced in curriculum
development, instruction, staff development,
budgeting, data gathering, data processing,
measurement, and evaluation.

7-43
A FINAL THOUGHT:
Curriculum
planners must attend to the needs of

students and society. These needs may be
classified as to level and type. In addition to
studying empirically the needs of students, society,
and the disciplines, curriculum workers should
conduct systematic needs assessments to identify
gapsdiscrepancies between desired and actual
student performance. Identified unmet needs
should play a major role in curriculum revision. A
needs assessment plays a key role in the
evaluation process. Needs differ from interests and
wants.

7-44

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CHAPTER 7:

AFTER STUDYING THIS CHAPTER YOU

and describe major sources of curriculum

levels and types of needs of students.

levels and types of needs of society.

how needs are derived from the structure of

the steps in conducting a needs

an instrument for conducting a

Oliva/Gordon Developing the Curriculum, 8e.

OUR EVER-CHANGING WORLD

our nation continues to compete for market

how to develop curriculum that

Oliva/Gordon Developing the Curriculum, 8e.

we study our nations recent efforts to reform

Oliva/Gordon Developing the Curriculum, 8e.

21ST CENTURY SKILLS

order for schools to provide a learning

curriculum developer has a plethora of

Oliva/Gordon Developing the Curriculum, 8e.

carrying out a process through data-collection

Oliva/Gordon Developing the Curriculum, 8e.

Chapter 6 we learned that the statements of

of aims and philosophy point to

Oliva/Gordon Developing the Curriculum, 8e.

examples of both student and society needs

Oliva/Gordon Developing the Curriculum, 8e.

It is important to note that the needs of the

To further understand the needs of the student

Oliva/Gordon Developing the Curriculum, 8e.

NEEDS OF STUDENTS: LEVELS

The six levels of student needs of concern to the

Oliva/Gordon Developing the Curriculum, 8e.

The curriculum should reflect the needs of students

Oliva/Gordon Developing the Curriculum, 8e.

become aware of nationwide needs of students,

curriculum planner should recognize changing

Oliva/Gordon Developing the Curriculum, 8e.

planners should determine whether

states or regions may require students to be

Oliva/Gordon Developing the Curriculum, 8e.

curriculum developer studies the community

who finish school and choose to remain in

Oliva/Gordon Developing the Curriculum, 8e.

curriculum planner typically probes and excels

needs command the attention of curriculum

and program analysis are keys to determining

Oliva/Gordon Developing the Curriculum, 8e.

needs of individual students in a particular

Oliva/Gordon Developing the Curriculum, 8e.

level of student needs builds on the preceding

Oliva/Gordon Developing the Curriculum, 8e.

NEEDS OF STUDENTS: TYPES

dimension is added when the curriculum

Oliva/Gordon Developing the Curriculum, 8e.

sound curriculum aids students to understand

curriculum planner should be aware that

Oliva/Gordon Developing the Curriculum, 8e.

workers must be able to identify sociopsychological needs of students and incorporate

the common socio-psychological needs are

Oliva/Gordon Developing the Curriculum, 8e.

curriculum worker should keep in mind that

educational needs of students shift as society

Oliva/Gordon Developing the Curriculum, 8e.