Curriculum Making The What, Who, and Why

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Curriculum MakingThe What, Who, and Why
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Three Traditional Approaches to Curriculum
Development

• Curriculum as Process
• Curriculum as Praxis
• Curriculum as Product

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1949 Movement to a Scientific Approach to
Curriculum Making
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Ralph W. TylerRational-Linear Approach
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Ralph W. Tyler

• 1949 became the most prominent name in
  curriculum studies
• Advocated the evaluation of student behaviors to
  determine education failure or success

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Ralph W. Tyler

• Theory is called the dominant model of the
  twentieth century
• Wrote Basic Principles of Curriculum and
  Instruction

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Four Fundamental Questions in Designing Curriculum

• 1. What educational purposes should the school
  seek to attain?
• 2.What educational experiences can be provided
  that are likely to attain these purposes?

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Four Fundamental Questions in Designing Curriculum

• 3. How should learning experiences be organized.
  
• 4. How can we determine whether these purposes
  are being attained?

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Tyler never suggested what the aims or objectives
should be! He did not advocate a particular
curriculum.
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In Tylers view, each school has own set of
values and these are imbedded in the curriculum
of that school.
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Therefore, he proposed that a school develop a
statement of educational philosophy and it be
used to screen the objectives that were developed.
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Controversy over term Objectives

• Tyler used term objectives and suggested we
  start with defining our objectives Today these
  would be called outcomes
• Many thought in behavioral objective terms rather
  than goals or aims

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Tyler did advocate the use of objectives and
behavioral objectives have become the cornerstone
of curriculum decision-making and teaching
strategies.
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Since the real purpose of education is not to
have the instructor perform certain activities
but to bring about significant changes in the
students' pattern of behaviour, it becomes
important to recognize that any statements of
objectives of the school should be a statement of
changes to take place in the students.  (Tyler
1949 44)
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Tyler in a Nutshell

• State objectives
• Select learning activities
• Organize learning activities
• Develop evaluation

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So, if you have to write daily objectives or
outcomes, thank Ralph W. Tyler
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Criticism

• Focus on objectives
• Many suggest that we start with ideas and beliefs
• Students are not included in process
• Learning can be organized

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John Franklin Bobbitt
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John Bobbitt

• Advocated education that was useful for promoting
  society
• Advocate of vocational education
• Questioned the need for many traditional courses

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John Franklin Bobbitt

• "As agencies of social progress, schools should
  give efficient service.  And efficient service,
  we are nowadays coming to know, is service
  directed, not by guess or whim or special
  self-interest, but by science."  (Kliebard, p
  101) 

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John Goodlad
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John Goodlad three levels of curriculum making

• Instructional
• Decisions made by teachers and students

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John Goodlad three levels of curriculum making

• Institutional
• School, school district, state

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John Goodlad three levels of curriculum making

• Societal
• Money supplied by citizens

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Michael Apple

• Cultural reproduction

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Michael Apple

• Each new generation learns the social patterns
  and power relations of the prior one
• We learn to be part of the system and our proper
  role

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Michael Apple

• Knowledge is cultural capital
• Often done through hidden curriculum

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Decker WalkerDeliberative Approach
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Decker Walker

• One of the authors of your textbook
• Studied the process of curriculum development

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Decker Walker

• Used term naturalistic because he described how
  curriculum was actually developed rather than how
  it should be developed.

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Curriculum Planning has Three Parts

• Platform approach the task with our ideas,
  convictions, and beliefs. Everyone gets an
  opportunity to talk, discuss, and even argue

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Curriculum Planning has Three Parts

• Deliberation Move away from individual beliefs
  to assessing possible points of action- Feelings
  can run high and the process can seem chaotic

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Curriculum Planning has Three Parts

• Design Group achieves consensus so that a
  course of action is accepted.

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Walkers Model
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Criticism of Walkers Model

• Studied only large scale processes not
  individual teachers
• Doesnt address what happens after curriculum is
  designed and implemented

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Elliott W. EisnerArtistic Approach
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Believes in artistry of teaching and helping
teachers develop that art

• Suggests that process of curriculum development
  is convoluted, circuitous, and adventitious

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Eisners Seven Step Approach

• 1. Goals and their priorities
• Does not think it is always possible to define
  specific objectives

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Eisners Seven Step Approach

• Content of the Curriculum
• Consider the needs of individual students,
  society, and subject matter

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Eisners Seven Step Approach

• Types of Learning Opportunities -
• education imagination must come into play in
  order to transform goals and contents into events
  that will have educational consequences for
  students

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Eisners Seven Step Approach

• 4. Organization of Learning Opportunities Like
  a spider web suggest that learning is not
  linear

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Eisners Seven Step Approach

• 5. Organization of Content Areas
• Emphasis on cross-curricular organization of
  content

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Eisners Seven Step Approach

• 6. Mode of Presentation and Mode of Response
  suggests a wide variety of modes of presentation
  to meet various learning styles

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Eisners Seven Step Approach

• Types of Evaluation Procedures
• Not viewed as final step but viewed as something
  pervades the entire process.