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Effective Curriculum Organization for Diverse Educational Levels

This chapter explores past organizational structures and current plans for implementing the curriculum at elementary, middle, and senior high levels. It examines various approaches such as activity curriculum, open education, team teaching, and differentiated staffing. The text highlights the importance of setting clear goals and objectives to determine the success of curriculum plans across different educational levels. It also discusses future strategies to enhance learning, including integrating traditional and nontraditional modes, interdisciplinary teams, and utilizing new technologies. Additionally, the chapter delves into instructional goals and objectives, focusing on cognitive, affective, and psychomotor domains of learning, with detailed taxonomies for each category.

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Effective Curriculum Organization for Diverse Educational Levels

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  1. Organizing and Implementing the Curriculum Chapter 9

  2. Past Organizational Structures • Elementary level • Graded school • The activity curriculum • Continuous progress plans • Open education/open space plans

  3. Middle school level • Previous proposals of elementary and core curriculum

  4. Senior high level • Subject matter curriculum • Broad fields curriculum • Team teaching • Differentiated staffing • Flexible and modular scheduling • Nongraded high school

  5. The organizational curriculum plans are not restricted to any one level of education. • Any and all can be successful to some degree or they can fail depending on the set goals and objectives of a particular school district and its employees desire to make whatever plan work.

  6. Current plan • Elementary level emphasis • Teaching basic and thinking skills • Providing for students special needs

  7. Middle school level • Programs to meet needs of preadolescents including interdisciplinary teams

  8. Senior high level • Establish a quality comprehensive model • To furnish a number of alternatives both in and outside of the school system for higher requirements for graduation

  9. The Future • Elementary level emphasis • Basic skills • Blending of traditional and nontraditional modes

  10. Middle school level • Integrating the curriculum • Interdisciplinary teams • Block/rotating schedule

  11. High school level • Magnet schools • Alternative schools • New technologies

  12. Instructional Goals and Objectives Chapter 10

  13. Three Major Domains of Learning • Cognitive - the world of the intellect • Affective - the locale of emotions, beliefs, values and attitudes • Psychomotor - the territory of perceptual motor skills

  14. Categories of Learning • Cognitive taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

  15. Affective Taxonomy • Receiving • Responding • Valuing • Organization • Characterization by value or value complex

  16. Psychomotor Taxonomy • Perception • Set • Guided response • Mechanism • Complex overt response • Adaptation • Origination

  17. The instructional goals and objectives are derived from the curriculum goals and objectives. • Instructional goal - is a statement of performance expected of each student in class phrased in general terms without criteria of achievement.

  18. Instructional objectives - a statement of performance to be demonstrated by each student in the class, derived from an instructional goal and phrased in measurable and observable terms.

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