Developing the Curriculum

How to make a curriculum Franklin Bobbit (1924)

Developed  scienti.ically•Analyze  daily  activities  of  daily  life  •Create  behavioral  objectives•Provides  rules  for  leaders  to  follow

Sources of Science Education - Dewey

Scienti.ic  research  cannot  be  converted  into  a  rule  for  educational  art

Must understand the conditions and factors

Must see the connection between the environment and scientific research

Good practice should reflect intellectual rigor

The entire curriculum should be viewed as continued growth, reflecting the growth of the mind itself

Basic Principles of Curriculum Development“Tyler Rationale” (1949)

•   What  educational  purposes  should  the  school  seek  to  attain?•      What  educational  experiences  can  be  provided  that  are  likely  to  attain  these  purposes?  •      How  can  these  educational  experiences  be  effectively  organized?•      How  can  we  determine  whether  these  purposes  are  being  attained?

Henry Giroux

Curriculum  should  re.lect  what  counts  as  knowledge,  what  counts  as  communities  of  learning,  what  social  relationships  matter,  and  what  visions  of  the  future  can  be  represented  as  legitimate.

Focus of Curriculum Development

Dimensions:  Target  and  Time  Orientation

•Macro  level•Micro  level•Present    •Future

Curriculum Development Process

Factors to be considered:

• Balance between acquisition of content and mastery of process

• Sequencing of content

• Student prior knowledge

• Methods for assessment

• Short-term vs. long-term performance

• Quality vs. quantity

Generic Unit of Study

Introduction

Objectives

Content of unit!

Methods and activities

Teaching materials and resources

Assessment of student learning

Standards and Curriculum Development

• Belief  that  all  students  are  capable  of  meeting  high  standard

• What students should know and be able to do

• Common Core Standards

• N. J. Core Curriculum Content Standards

Content and Performance Standards

Content - knowledge and skills

What students should know and be able to do

Divided into benchmarks (indicators)

Performance - degree to which students met the standard

Requires teacher judgment

Reflects level of proficiency