The Curriculum Models and Definitions

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The Curriculum Models and Definitions

• Goal Explore a variety of curriculum
  definitions and ways to plan curriculum so you
  may determine what best fits your style and
  school/organization.

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• What is curriculum? Is it.
• A set of materials
• A sequence of courses
• A set of performance objectives
• A course of study
• That which is taught in school
• Content
• Everything that goes on within the school
  including extra-class activities, guidance, and
  interpersonal relationships
• Everything that is planned by school personnel
• A series of experiences undergone by learners in
  school
• That which an individual learner experiences as a
  result of schooling

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Albert OliverCurriculum is an educational
program with four basic elements 1. The program
of studies 2. The program of experiences 3. The
program of services 4. The hidden
curriculumRobert GagneCurriculum
encompasses 1. Subject matter (content) 2.
Statement of ends (end objectives) 3. The
sequencing of content 4. Preassessment of entry
skills
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Hass the curriculum is all of the experiences
that individual learners have in a program of
education whose purpose is to achieve broad goals
and related specific objectives, which is planned
in terms of a framework of theory and research or
past and present professional practice.Kerr
All the learning which is planned and guided by
the school, whether it is carried on in groups or
individually, inside or outside the school.
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How does curriculum apply to

• The university (athletics, student services,
  etc.)
• Business/Industry Training
• Other settings

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Curriculum Definitions
Curriculum Planning VS Planned Curriculum
(whats the difference???)

• Tested curriculum
• Experienced curriculum
• Hidden curriculum
• Learned curriculum

• Core curriculum
• Written curriculum
• Planned curriculum
• Taught curriculum
• Supported curriculum

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Glatthorns Four Curriculums
Thought question... What types of curriculum do
you value most? Why? What does your organization
advocate?
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• Curriculum History.
• NEA Committee of Ten
• 1892
• Purpose of American high schools debated
• College preparatory OR a peoples school offering
  a range of practical courses?
• Establishment of a standard curriculum and
  liberalizing the high school by offering
  alternatives to the Latin and Greek classic
  curricula.
• Goal of high school was to prepare all students
  to do well in life, contributing to their own
  well-being and societys good, and to prepare
  some students for college.

http//www/nd.edu/rbarger/www7/neacom10.html
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• John Franklin Bobbitt
• 1918
• Curriculum is an arena for social engineering.
• Assumption Scientific experts are qualified
  and justified in designing curricula based on
  expert knowledge of what qualities are desirable
  in adult members of society and it can be know
  what experiences would produce those qualities.
  Thus, curriculum is defined as the experiences
  that someone ought to have in order to become the
  kind of adult they ought to become. Curriculum is
  an ideal rather than reality of what will
  actually happen.

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Defining curriculum is one thing, Developing
curriculum is another.
Research paradigms, value systems, and beliefs
about the world in general will influence the
model of curriculum planning you advocate.
Which camp do you most readily fall into?
Technical-Scientific
Naturalistic
OR
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Technical-Scientific
Research paradigms, value systems, and beliefs
about the world in general will influence the
model of curriculum planning you advocate. Which
camp do you most readily fall into?
Naturalistic
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Technical-Scientific

• Applies scientific methods and principles to the
  task of curriculum development.
• Assumptions
• Reality is definable
• The goals of education are knowable
• A linear, objective process will yield a useful
  documents and high quality plans
• ---gt

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• Deductive Process
• Top down
• Extensive administrator involvement
• Starts by examining broader questions/purposes of
  education and societal needs before addressing
  the classroom level
• Key authors Tyler, Hass, Hunkins, WIDS
• ---gt

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• Inductive Process
• Bottom up
• Curriculum development
• by classroom teachers
• Starts by developing individual units which will
  be assembled into a cohesive program
• Key author Taba

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Tyler Model (Ornstein Hunkins, 1993,j p. 267-8
Wiles Bondi, 1989, p. 10) 1. Define purpose of
school Identify instructional objectives 2.
Relate educational experiences to school
purposes 3. Organize educational experiences 4.
Evaluate purposes for program effectiveness.
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Hass Parkay Model (Hass Parkay, 1993, p.
294) 1. Identify context (gather data about
intended learners and the human, social, and
environmental variables within which learners
interact) 2. Determine objectives Set goals 3.
Select , Prepare, Implement ----gt Strategies
and Alternatives 4. Evaluate
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• Hunkins Model
• (Hass Parkay, 1993, p. 329-32 Ornstein
  Hunkins, 1993, p. 207-73)
• 1. Curr. conceptualization and legitimization
• built on societys values, beliefs, knowledge
  bases, institutions, and artifacts
• complete front end analysis
• ask philosophical questions
• debate purpose of schooling
• debate curriculum designs
• develop master curriculum plan

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• 2. Curriculum diagnosis
• Identify reasons for human performance
  deficiencies
• Translate needs into causes
• Generate goals, objectives, expected learner
  outcomes
• 3. Content selection
• Identify criteria for content selection
  (ie. economy, significance, validity, interest,
  learnability, feasibility)
• Sequence content ---gt

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• 4. Experiencs and material selection (by
  teacher)
• Determine methods, strategies, activities,
  incentives, materials, nature of educational
  environment
• 5. Implementation
• Pilot curriculum (assess curriculum not students)
• Modify where necessary
• Full implementation
• ---gt

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• 6. Evaluation
• Determine if curriculum is presented/taught as
  written and recommended (supervision function)
• Furnish data so decisions can be made to
  continue, modify or discontinue program
• 7. Maintenance
• Monitor and maintain
• curriculum

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Taba Course Development Model (Oliva, 1992, p.
160-2) 1. Produce pilot units (see next
slide) 2. Test experimental units 3. Revise and
consolidate units 4. Develop a framework 5.
Install and disseminate new units
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Taba Pilot Unit Development Model 1. Diagnose
needs - what are current gaps in student
learning 2. Formulate objectives 3. Select
content 4. Organize content 5. Select learning
experiences 6. Organize learning activites 7.
Determine what to evaluate and ways and means of
evaluation 8. Check for balance and sequence
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WIDS
Wisconsin Instructional Design System
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Naturalistic

• Nontechnical-nonrational approach
• Assumptions
• Curriculum evolves as learners, teachers, and
  knowledge interact
• All goals of education cannot be predefined
• Content can only be tentatively selected
• Learning will be based on the creation of
  knowledge, especially self-knowledge
• Curriculum development is highly political
  requiring administrators and teachers to work
  together
• Key author Glatthorn (naturalistic model)

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• Glatthorn Naturalistic Model
• (Ornstein Hunkins, 1993, p. 274 Glatthorn,
  1987, p. 89)
• 1. Assess the alternatives - evaluate current
  approaches
• 2. Stake out the territory
• define course parameters
• define learning audience
• define learning activities
• 3. Develop a constituency
• ---gt

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• 4. Build the knowledge base
• identify content
• gather data on faculty skill and support
• gather data on student audience
• 5. Block the unit
• select unit topics
• write general objectives
• 6. Develop unit planning guide
• ---gt

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• 7. Plan quality learning experiences
• Select experiences not content to be learned
• 8. Develop course examination
• Tell how learning will be documented (not test
  development)
• 9. Develop learning scenarios
• 10. Package the product

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Where are you in terms of curriculum definitions
and models?