The Curriculum Models and Definitions. Goal: Explore a variety of program and curriculum definitions as well as ways to plan so you may determine what best fits your style and school/organization. What is a curriculum? What is a program? A set of materials A sequence of courses/projects
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Goal: Explore a variety of program and curriculum definitions as well as ways to plan so you may determine what best fits your style and school/organization.
How do the two differ? How are they the same?
Curriculum is:Albert Oliver…Curriculum 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 Gagne…Curriculum encompasses 1. Subject matter (content) 2. Statement of ends (end objectives) 3. The sequencing of content 4. Preassessment of entry skills
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.
How do you define curriculum/program in your preferred setting?
Curriculum Planning VS Planned Curriculum (what’s the difference???)
Structured Mastery Team Planned
Nonstructured Organic Student Determined
Glatthorn’s Four Curriculums
What types of curriculum do you value most? Why?
What does your organization advocate?
What leadership style will you use when working with colleagues on curricular/ program issues?
Max Weber -- Authority types
French and Raven -- Sources of supervisory power (social power)
Traditional -- authority base legitimized by tradition, devine right of kings, etc. Examples: patriarchal businesses, paternalistic schools.
Charismatic -- leader is inspired by supernatural powers
Legal-Rational -- authority based on laws
(Plus) Professional -- authority guided by professional rules, codes of ethics
Reward -- power based on ability to reward (ie. pay increases, favors, better equipment
Coercive -- power based on ability to punish
Expert -- power based on expert abilities as perceived by others (others respect the leader’s abilities)
Referent -- power based on respect/admiration
Legitimate -- power based on office held
What type will you employ?
Max Weber’s Authority Types
French & Raven’s Sources of Supervisory Power
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?
(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
(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
3. Select , Prepare, & Implement ---->
Strategies and Alternatives
(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
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
Wisconsin Instructional Design System
Next week: How does your organization develop/revise curriculum/programs, what’s the process, who does what.