chapter 3 curriculum planning: a multi-level, multi-sector process
TRANSCRIPT
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Chapter 3
Curriculum Planning: A Multi-level, Multi-sector Process
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• Curriculum development is a collaborative effort.
• Planning can take place on five levels: classroom, team/grade/department, individual school, school district, and state.
• From the state to the classroom, each level exercise authority over levels below it.
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• Teachers and curriculum specialist find opportunities to participate actively in curriculum development at the first four levels.
• Some curriculum workers are asked by the state to serve on curriculum projects.
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Decisions -Curriculum (Planning) p. 45
• 1. Course requirements (ie technology credit)
• 2. Interdisciplinary
• 3. Bringing diversity into the classroom
• 4. Character education/sex education
• 5. Critical thinking
• 6. Bilingual education
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• Reading
• Gifted/Talented
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Five Levels of Curriculum
• 1st level: Classroom– Goals/objectives– Select subject matter– Select materials– Identify resources
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• 2nd Level: Team (Grade/Dept.)– Cooperative planning– Determine Content– Sequencing of subject matter
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• 3rd Level: School Level– Curriculum deficiencies– Planning for accreditation– Choosing textbooks– Library/Learning centers– Compliance with the state & federal mandates– Reducing absenteeism
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• 4th Level: School District Level– Adding new program/deleting programs– Reviewing achievements– Writing/Reviewing grants– Evaluating and articulating programs
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• 5th Level: State Level– Responsibility of curriculum– Provides leadership to schools– Interprets, enforces and monitor legislated
regulations– Disburses monies– Accredits and monitors– Standards for graduation
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– Participation on the regional, national and international level sectors is usually a voluntary activity
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Chapter 4
Curriculum Planning: The Human Dimension
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• There are various roles played by persons and groups involved in curriculum development at an individual school.
• Principals that perceive themselves as instructional leaders take an active part in curriculum development. Others may delegate the responsibility of curriculum development.
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• Students, parents, and other community persons may participate in curriculum improvement by providing data about their own learning, serving on committees, answering surveys, and serving as resource persons.
• Teachers and specialist share the greatest responsibility for curriculum development
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Part of Curriculum
• Principal
• Curriculum leader
• Teacher
• Students
• Parents/citizens
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The Curriculum Coordinator Must:
• Possess a good general education
• Have a good knowledge of both general and specific curricula
• Be knowledgeable about resources for curriculum development
• Be skilled in research and knowledgeable about locating pertinent research studies
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• Be knowledgeable about the needs of learners, the community, and the society
• Be a bit of a philosopher, sociologist, and psychologist
• Know and appreciate the individual characteristics of participating colleagues
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Chapter 5
Models for Curriculum Development
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• There are various models of curriculum development.
• Four models are presented
• Models can be in the forms of lists, diagrams, linear, deductive, inductive, prescriptive, and descriptive
• Curriculum developers should become familiar with the various models and
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– Develop one that is understandable and suitable for the school they are working with.
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Curriculum Models
• All meet the criteria for curriculum model; one cannot be considered better than the others
• “Deductive” - starting with generalization and leading to actual development
• “Inductive” - is starting with actual development and leading to generalization
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• “Linear” - propose a certain order or sequence of progression through the various steps
• “Non-linear” - permit planners to enter at various points, skip components, reverse the order, work on two more components at the same time
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• “Prescriptive” - what ought to be done
• “Descriptive” - platform, deliberation and design