CURRICULUM DEVELOPMENT

VAISHNAVI PUNUSAMY
 TECHNICAL-SCIENTIFIC APPROACH
(MODERNIST PERSPECTIVE)
THE MODELS OF BOBBITT AND CHARTERS

THE TYLER MODEL : FOUR BASIC PRINCIPLES

THE TABA MODEL : GRASSROOTS RATIONALE

THE BACKWARDS-DESIGN MODEL

THE TASK-ANALYSIS MODEL

THE MODEL OF BOBBITT AND CHARTERS
Franklin Bobbitt compared creating curriculum to constructing a
railro ad.
 The general route is planne d – the builder engages in surveying–
then the laying of track
Discover the activities to make up the lives, the abilities
and personal qualities of students
To develop a type of wisdom that could result by participating in
actual life situations
Educations purpose to prepare students :
i. To be competent participants in life
ii. To engage in specific activities that contribute to society,
economy and family life
 THE MODEL OF BOBBITT AND CHARTERS
Werret charters also believed in activity analysis
 Changes in the curriculum are always preceded by modifications in
our conception of the aim of education
 Charters wanted educators to connect aims with activities
 H e advocated four steps of curriculum construction :
1) Selecting objectives
2) Dividing them into ideals and activities
3) Analyzing them to the limits of working units
4) Collecting methods of a chievement
THE MODEL OF BOBBITT AND CHARTERS
 Werret Charters also believed in activity analysis

 Changes in the curriculum are always preceded by modifications

in our conception of the aim of education

 Charters wanted educators to connect aims with activities

 He advocated four steps of curriculum construction :

1) Selecting objectives
2) Dividing them into ideals and activities
3) Analyzing them to the limits of working units
4) Collecting methods of a chievement

 Philosophy supplied the ideals as objectives and standards

 Curriculum could contain both primary and derived subjects

 Primary subjects : report writing

 Derived subjects : physics and mathematics
THE TYLER MODEL : FOUR BASIC PRINCIPLES

Ralph Tyler’s technical -scientific model is one of the best known

 H e outlined an approa ch to curriculum and instruction
Those involved in curriculum inquiry must try to :
1) Determine the school’s purposes
2) Identify educational experiences related to those purposes
3) Ascertain how the experiences are organized
4) Evaluate the purposes
THE TYLER MODEL : FOUR BASIC PRINCIPLES

Ralph Tyler’s technical -scientific model is one of the best known

 H e outlined an approa ch to curriculum and instruction
Those involved in curriculum inquiry must try to :
1) Determine the school’s purposes
2) Identify educational experiences related to those purposes
3) Ascertain how the experiences are organized
4) Evaluate the purposes
THE TYLER MODEL : FOUR BASIC PRINCIPLES
 Purposes = general objectives

 Identify objectives by gathering data from the subject matter, the

learners and the society
 Identifying numerous general objectives
 Refine them by filtering them through the schools philosophy and
the psychology of learning
 Specific instructional objectives would result

 Learning experience take learners’ perceptions and previous

experience

 The organizing and sequencings of these experience to be

systematic to produce a maximum cumulative effect

 Last principle is evaluating plans and actions. Evaluation was

important in determining whether a program was effective
THE TYLER MODEL : FOUR BASIC PRINCIPLES
 THE TABA MODEL : GRASSROOTS RATIONALE

Believe tea chers SHOULD PARTICIPATE in developing curricular Grassroot

Approa ch:

Tea cher create tea ching -learning units- build to a general design

Inductive approa ch- Starting from specific to general ideas

Today’s curriculum designer- follow steps 1,2,5,6 and 7 from Taba Model
 7 STEPS THE TABA MODEL : GRASSROOTS
RATIONALE
SELECTION OF ORGANIZATION OF
CONTENT CONTENT
FORMULATING OF
DIAGNOSIS OF OBJECTIVE -Objective & -Organize into
NEEDS content= Should sequence, consider
-Teacher specifies match
-Needs assessment students’ maturity,
objective
-Objective a cademic and
suggest the interest
content

EVALUATION AND ORGANIZATION OF SELECTION OF

MEANS OF LEARNING LEARNIN
EVALUATION ACTIVITIES EXPERIENCE
-Which objective -Organize -Teacher select
have been into instructional method
acc omplished sequence – engage students
(determine by the with content
content)
THE TABA MODEL : GRASSROOTS RATIONALE
CONDUCTING NEED ANALYSIS
Create/obtain data
Set aside time and gathering instrument &
time to gather data Match the aims and
people to conduct the
(survey, meetings, goals
need analysis
questionnaires, testes
and interviews)

Suggest ways to Decide which gaps

Identify gaps (Desired
address the identified require
VS Actual results)
gaps immediate
curricular attention
 THE BACKWARD-DESIGN MODEL

 Advocated by Grant Wiggins & Jay McTighe

 A variation of task analysis (Bobbit & Charters)~ Architecture & engineering

 Get the tea chers thinking like the assessors before they develop the curriculum
units and lesson

 It is a way to plan curriculum with the end or goal in mind

 When educators clearly identified the curriculums’ goals and determine how to assess
it, they are ready to plan instructional a ctivities
 THE BACKWARD-DESIGN MODEL

DETERMINING
PLAN LEARNING
IDENTIFY EXPECTED EVIDENCE
EXPERIENCE
ENDPOINTS (EVALUATION)
(INSTRUCTIONAL ACTIVITIES)
-What to acc -How to know it meets
-What knowledge &skill need
omplish the standards
to succeed
-What students should know& -Evidence to be collected to
-What activities needed
able to do (skills) assess the effectiveness
-What should be taught
*3 Level Of Decision Making -Suggest various assessment
method (informal checks, -What material to use
(Refer next slide)
observation, quiz, test,
practical test.
 THE BACKWARD-DESIGN MODEL
3 Level Of Decision Making
(First Step Of Model ~ Identify School
Programs’ Goal)
EDUCATOR considers goal and check on
national, state and lo cal content standards

CURRICULUM DEVELOPERS including

teachers select

Narrowing the content possibilities

 THE TASK-ANALYSIS MODEL

• focus on content and skills

• analyze the task necessary for school learning or
some real-work task
• 2 types of task analysis
- subject-matter analysis
- learning analysis
 THE TASK-ANALYSIS MODEL
SUBJECT-MATTER
ANALYSIS
• what knowledge is most important for students?
• what subject matter enables students to perform
the tasks of particular jobs within those
professions?
 THE TASK-ANALYSIS MODEL
MASTER DESIGN CHART
 THE TASK-ANALYSIS MODEL
LEARNING
ANALYSIS
• begin when the content is being organized
• is a sequence of the learning activities
• select instructional approach/learning activities
toward the goals
• create a master curriculum plan that synthesizes
the informtion obtained and organized through
the selection subject content and learning
approaches
 THE TASK-ANALYSIS MODEL
MASTER CURRICULUM PLAN
 NONTECHNICAL-NONSCIENTIFIC APPROACH
(POSTMODERNIST, POSTCONSTRUCTIVIST PERSPECTIVE)

THE DELIBERATION MODEL

SLATTERY’S APPROACH TO CURRUCULUM DEVELOPMENT

DOLL’S MODEL OF CURRICULUM DEVELOPMENT

 NONTECHNICAL-NONSCIENTIFIC APPROACH
(POSTMODERNIST, POSTCONSTRUCTIVIST PERSPECTIVE)

• subjective, personal, aesthetic, heuristic, spiritual,

social, transactional
• FOCUS to learner/students over subject matter. NOT
the student’s output of inert information
• involved students as active participants in the learning
process, not passive recipients of knowledge
• Not all goals can be known. Even when the goals appear to be
obtained, they are many layers of knowing still hidden in the
reporting of success
• Teacher – students interaction
 THE DELIBERATION MODEL

• Educators comunicate their views to their

colleagues/students regarding educations goals, what
should be taught
• Noye suggested 6 stages in the deliberation model
 THE DELIBERATION MODEL
HIGHLIGHTING
EXPLAINING
PUBLIC SHARING AGREEMENT &
POSITIONS
DISAGREEMENT
• Ideas/agendas/view • identify agreement • WHY do I think this
(may be in conflict) & disagreement is a problem?
• Regarding to regarding goals, • WHAT data support
contents, learning my view
• - curr. Nature, activities
purpose • IS a particular group
• - suggestions, of students failing?
demands • WHAT is the
• - Propose particular curricular solution?
contents,
pedagogies
• - Visions of
students’ role,
learning
environments,
teachers’ functions
 THE DELIBERATION MODEL
HIGHLIGHTING NEGOTIATING
ADOPTING A
CHANGES IN POINTS OF
DECISION
POSITION AGREEMENT
• work toward • achieve consensus
• Ideas/agendas/view regarding the
agreement
(may be in conflict) regarding curriculum’s nature
• Regarding to curriculum and purpose
• - curr. Nature, contents, learning • Specifies topics,
activites, goals pedagogy, material,
purpose school environment,
• - suggestions, • Negotiate and
method of
demands persuade implementation,
• - Propose particular • Identify psosible assessment methods
contents, curricular solutions • Curriculum reflects
pedagogies to educational needs the group’s social,
• - Visions of political,
students’ role, philosophical
learning composition
environments,
teachers’ functions
 SLATTERY’S APPROACH TO CURRICULUM
DEVELOPMENT
1. Educ ator nee d to acc ept that educ
of reconceptualizing
ation is capable that very concept of schooling
globally and
2. Followers of locally .
postmodern curriculum development must reje ct all
modernist stance regarding curriculum and schooling .

3. Accept that postmodernist offers “an im portant emerging approa ch

to understanding curriculum .
 SLATTERY’S APPROACH TO CURRICULUM
DEVELOPMENT
4. Curriculum must be studied essentially as “ currere” so that
educators c an arrive at generalizations regarding schooling and its
curricula.
• Currere = to run the ra cecourse
presen
• Individuals, e ducators c an in self-study : their
state,
engag ereflecting on their past analyzing t
experiences and forecasting proable
intellectual stance and future

• actions
Stresses. that when thingking about currere , we should remember that
curriculum development is a process even after it is created. It is not a static
phenomenon.
 SLATTERY’S APPROACH TO CURRICULUM
5. Curricularists
DEVELOPMENT
nee d to re alize they
to b e not a curriculum
need developers but also scholars of curriculum just
.
• Scholarship requires delving in hermeneutics (science of
interpretation)
 DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Defined as the depth of curricular content and experiences.

• Offers students o pportunities to contemplate varie d interpretations

to content processed and experiences engaged .

• A rich curriculum must contain the “right amount” of

indeterminacy, anomaly, inefficiency, chaos, disequilibrium, dissipation,
• Richness brings the “flavor” of reality to the curricular experience .
lived experience .
• Richness of the educ ational experience stimulates a
continuos process under the internal control of students.
1.
RICHNESS
 DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Considered with the mathematical process of iteration .

• Students add richness to their understanding of information and concepts

through a process continuously revisiting or looping ba ck at various thoughts
and insight.

• Allows the learner to add depth and richness tohis or her understanding .

• There is a cre ative dynamic extant in e a ch iteration with the contents

and experiences.
2.
RECURSION
 DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Is essential to a postmodern curriculum in two ways :
pedagogical
• Relation are a ction, not changeless stance.

• In postmo d ern thought, the curriculum and its

associated state of development, and evolution
Modernists
• ongoing. present this structure as rigid, with discipline scholars a
ccepting architecture as agreed upon.

• But, postmodernists counter that these stru ctures are dynamic and even
c ha otic relations of which curricularists should be aware .

3. RELATIONS
 DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• Cultural relations :
cre ate educational programs within cultural
e ducators contexts .

• Educ ators nee d to realize they must others conversations requisites

engage
for creating meaningful educational programs.

• Doll urges educators and all people ‘ to honor the localness of our
perception and to realize that our loc al perspectives integrate into a larger
cultural, ecologic al, cosmic matrix.

3. RELATIONS
 DOLL’S MODEL OF CURRICULUM
DEVELOPMENT ( 4 R’S)
• The most important of the four R’s.

• Modernists stance: rigor p ossesses element of “ scholastic logic, scientific

the observation an
mathematic al precision”.
• Postmodernist stance : necessitates reconceptualizing the concept or
rigor

• Encompasses the features of “ interpretation and indeterminacy.

we are
always mindful
• Applying rigorsthat there
mean thatareeven
alternatives
when weto create
what and develop
and experiences are
curricula,
content planned .

4.
RIGOR
 DOLL’S MODEL OF CURRICULUM
• There are
DEVELOPMENT ( 4 R’S)
myriad relations and arrangements of the contents and

experiences curricula plan will b e

• How one of the “tentative” formatted
.
conceives
influenced by the r of curriculum
assumptions one brings to the
development . process

4.
RIGOR
ENACTING CURRICULUM DEVELOPMENT

Establishing Generating Selecting

curriculum aims, goals, curriculum
teams objectives content

Selecting Selecting
The final
curriculum educational
synthesis
experiences environments
 PARTICIPANTS IN CURRICULUM DEVELOPMENT

Curriculum
Teachers Students Principals
specialists

Assistant Board of
superintendents Lay citizen
superintendents Education

The federal Regional Other

State agencies
government organization participants
PARTICIPANTS IN CURRICULUM DEVELOPMENT
TEACHER
 the roles of teachers in this new century are changing,
confronting tea chers with expanded challenges.

 te achers should continue to function not only as c o-designers

of expert curricular and instructional systems, but also as co-
researchers into the effectiveness of implemented curricula.177
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
STUDENTS

• Students need to be considered as being active citizens, not just “citizens -in-
waiting .”
• Today’s youth are developmentally ready to participate in providing suggested
curricular input.
• Students are citizens who need to have their voices heard.
• Involved in curriculum design and development provides students with
opp ortunities to engage in collab orative decision making and inquiry
• Students involved in creating their curriculum can be further Motivated not only to
learn explicit content, but to learn implicitly
• That their opinions and choices matter and have educational value .
PARTICIPANTS IN CURRICULUM DEVELOPMENT
PRINCIPAL
 When principals had accepted an instructional leadership role,
they spent less time on administrative , financial, and logistic al
tasks .
 Many principals need to realize that they sorely lack curricular
and instructional expertise.
 Effective principals realize that schools must function as
learning communities with close ties to the outside
neighborhood.
 Ideally , they believe that curriculum committees should
involve community members along with students in decision
making.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
CURRICULUM SPECIALISTS
 Curriculum specialists are responsible for ensuring that programs
are conceptualized, designed and implement.
 This requires considerable understanding of curriculum and skill in
managing people.
 They must know how to design and develop curriculum and how to
supervise and evaluate instruction.
 Some school, ask outsider to assists in curriculum development.
 These outsider facilitators may be subject -matter experts who assist in
selecting and organizing content, experts in
instructional design who provide guidance on choosing
pedagogical approaches.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
ASSISTANT SUPERINTENDENTS
 This person :
a) Chairs or advises the general curriculum advisory committee
b) Informs the superintendents of major trends in the field of curriculum and how
these trends are affecting the school system
c) Work with elementary and secondary directors regarding curricular a ctivity
d) Is in charge of the budget for curriculum a ctivity
e) Provides input into the statement of philosophy, aims and goals
f) Guides evaluation relevant to aims and goals
g) Manages long - and short - term a ctivities designed to strengthen programs
 The assistant superintendent also helps formulate policies concerning curriculum
innovation.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
SUPERINTENDENTS
 Is the school system’s chief administrator.
 Superintendents responds to matters before the school board,
initiates curriculum activity, starts programs for in -service training
of teachers, informs all district personnel of changes occurring in
other schools and processes demands form outside the system
for change or maintenance of educational offerings.
 Good superintendents inspire change and enable curricula
to respond to changing action.
 Set up communication networks to inform and involve the
public with regards to curriculum process.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
BOARDS OF EDUCATION

 Board members are responsible for the schools’

overall management.
 They must ensures that the curric ulum advances the
schools system’s goals.
 School board have the final say as to whether a
new program is funded or implement distric twide.
 They enact distric t policies that facilities the
development and implementation of new curricula.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
LAY CITIZENS

 None educators realize they possess little knowledge about

course content, course designs, or models of curriculum
development.
 Another is that they believe that educators should be the ones
engaged; it is the educ ators’ job.
 increasing diversity throughout the nation, the ideas of trying
to
influence educ ation standards are becoming increasingly
complex .
 parental involvement in school affairs drops off consid erably as
students enter middle and high school.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
THE FEDERAL GOVERMENT

 Federal dollars established and maintained regional

laboratories and centers , first centering on science and
mathematics and later focusing on programs for disadvantaged
and minority groups.
 Presently, it seems that the federal government, in its passage of
Race to the Top included accountability, incentives and
capacity building in encouraging school districts to apply for
federal dollars for educational innovations.
 Time will tell if schools can race to the top.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
STATE AGENCIES

 State legislatures frequently publish guidelines on what will be

taught.
 Associations and other special-interest groups often lobby state
legislarures to mandate that curric ula include particular content
or address the needs of particular students.
 State legislators’ more active role in financing education
indirec tly affects both old and new programs.
PARTICIPANTS IN CURRICULUM DEVELOPMENT
REGIONAL ORGANIZATION

 Providing guidance in the production of educational

materials and by furnishing consultants who serve on
planning teams.
 R&D centers also aid curriculum spe cilists by
documenting the effectiveness of particular program or
approaches.
 PARTICIPANTS IN CURRICULUM DEVELOPMENT
OTHER PARTICIPANTS
 Educational publishers
- Text book to e- Book
- Students able to access electronically and recorded knowledge and
information
 Testing organization
- Standardizing the content tested, these organization have affected what
content the curriculum covers and how much emphasis is given to
particular topics.
 Professional organization
- Formalizing networks of schools to communicate curricular concern,
mount curriculum studies and publish reports that set curricular
guides and standard