Chapter 2 principles of curriculum development
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Chapter 2: Principles of Curriculum Development. Presented by the NRVers: Lynn Graves,Chase Lowe,Susie Cutlip, and Connie McGuire. CURRICULUM CHANGE. Think about curriculum changes in your school or district: Which changes have been successful? Which changes have not been successful?

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Chapter 2: Principles of Curriculum Development

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Chapter 2 principles of curriculum development

Chapter 2: Principles of Curriculum Development

Presented by the NRVers:

Lynn Graves,Chase Lowe,Susie Cutlip, and Connie McGuire


Curriculum change

CURRICULUM CHANGE

Think about curriculum changes in your school or district:

  • Which changes have been successful?

  • Which changes have not been successful?

    Jot these thoughts down


Curricularly terms

“Curricularly” Terms:

  • Curriculum Development: more comprehensive; includes planning, implementation, and evaluation.

  • Curriculum Improvement: viewed as result of development.

  • Curriculum Planning: preliminary phase of curriculum development. Workers make decisions and take actions to establish plans.


More curricularly terms

More “Curricularly” Terms:

  • Curriculum implementation: translation of plans into action.

  • Curriculum evaluation: determines the success of both the students and the program.

  • Curriculum revision: the process of making changes and improving an existing curriculum.


Curriculum axioms

Curriculum Axioms

The whole is greater than the part


Axiom 1 inevitability of change

Axiom 1: Inevitability of Change

Change is both inevitable and necessary, for it is through change that life forms grow and develop

  • human institutions

  • problems encouraging change

  • Public schools


Axiom 2 product of time

Axiom 2: Product of Time

School curriculum not only reflects,but is a product of its time

  • change takes about 10 years

  • curriculum responds to social forces

  • societal influence on change


Forces affecting curriculum instruction

Forces Affecting Curriculum & Instruction


Axiom 3 concurrent changes

Axiom 3: Concurrent changes

Curriculum changes made at an earlier period of time can exist concurrently with newer curriculum changes at a later period of time.

  • Changes coexist and overlap

  • Good teachers practice this


Axiom 4 change in people

Axiom 4: Change in People

Curriculum change results from changes in people

  • commitment from those involved

  • contributions

  • control


Axiom 5 cooperative endeavor

Axiom 5: Cooperative Endeavor

Curriculum change is effected as a result of cooperative endeavor on the part of groups.

  • Curriculum improvement

  • Small group cooperation


Axiom 6 decision making process

Axiom 6: Decision-Making Process

Curriculum development is basically a decision-making process.

  • Choices among disciplines

  • Choices among viewpoints

  • Choices of emphasis

  • Choices of methods of teaching

  • Choices in organization of curriculum


Axiom 7 continuous process

Axiom 7: Continuous Process

Curriculum development is a never-ending process.

  • Perfection will never be achieved

  • Curriculum can always be improved

  • Continuous monitoring is necessary


Axiom 8 comprehensive

Axiom 8: Comprehensive

Curriculum development is a comprehensive process.

  • “The whole is greater than the sum of its parts”: Curriculum developers must be able to see “beyond the trees” and look “at the entire forest”

  • Planners must frequently view the macrocurriculum, that is the whole curriculum as distinguished from the sum of its parts.


Axiom 9 systematic

Axiom 9: Systematic

Systematic curriculum development is more effective than trial and error.

  • Curriculum planning should be comprehensive and follow an agreed upon set of procedures


Axiom 10 starts from existing

Axiom 10: Starts from Existing

The curriculum planner starts from where the curriculum is, just as the teacher starts from where the students are.

  • Curriculum reorganization

  • Can not be achieved overnight


Wrap up

Wrap Up

  • Think again about curriculum changes in your school or district. Why were some changes successful and why were they not successful?

  • Which axiom was influential in it being successful or not being successful?


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