CURRICULUM Testing Hints for this subject area: On FELE, answer as if you were the principal of a school. Good choices to use when answering Curriculum questions may include:

                    Shared decision making                     Site based management                     Community awareness and involvement                     Technology                     Computer literacy with science curriculum                     Needs assessment tools                     New demographics in an area (i.e. new factory)

 Look for key words on the FELE, such as, best choice, most obvious, etc. Key Definitions Relative to Curriculum:

1. Vertical planning - planning from one grade to another in one subject 2. Horizontal planning - integration of curriculum using several different means to teach

the curriculum (whole language) http://www.cois.org/forum/display_message.asp?mid=2915

3. Spiral curriculum - continuity from grade to next grade (ex. Regrouping in addition) “Everyday Math” is an example of a spiral curriculum. For more information go to the following web site: http://www.u46.k12.il.us/nr/robertsdoreen/13557.htm

4. Sequence - in which order should build to another, more in-depth curriculum 5. Integrated subjects - whole language NO! This is not what it means.6. Scope and sequence - refers to the organization of the curriculum in a continuum. 7. Classroom climate - concerned with rapport among room members and does impact

curriculum Ex.: Materials are available; communication must take place, institutional dimensions (teacher's teaching area, such as, a computer class should be held in a computer lab).

8. Plan book - used to record the following information that MUST be included: 1. Subject2. Text, page, resource materials3. Objectives4. Assignments in class

9. Curriculum - 1. A pattern of studies2. Under the supervision of the school3. The state dictates what to teach4. It is democratic - involves learner input5. Must be appropriate, specific, and measurable6. Continuance of sequence must be coherent and understandable by

the people7. Must be specific with goals8. Teachers are merely facilitators

10. 10.              Epistemological curriculum - based on nature of knowledge rather than nature of learning http://ed.uno.edu/Faculty/RSpeaker/Epistemologies/Ref.html

11. 11.              Humanistic curriculum - based on need, social expectations, and the ability or stages of the learner http://www.sntp.net/education/nea_humanist.htm

12. 12.              Mainstreaming – refers to the inclusion of the handicapped student into the educational process.

13. 13.              Magnet Schools – (i.e. performing arts, science/engineering) These specialized schools provide students with choices regarding curriculum.

14. 14.              Content Source – determined by state and local school boards, parents, administrators, students, teachers, and publishers.

15. 15.              Whole Language – refers to the integration of the language processes, including reading, writing, speaking, and listening. http://www.education-world.com/a_curr/curr029.shtml

16. 16.              Thematic Approach – curriculum is designed around a specific theme. All subject areas are taught using the same theme.

17. 17.              Portfolio - used to collect work of a given student. Evaluation of the student is an on-going process.

18. 18.              Cooperative Learning – refers to groups that are formed to work together to complete a specific task. The group creates one specific product cooperatively. http://www.ed.gov/pubs/OR/ConsumerGuides/cooplear.html

19. 19.              Non-graded Schools – no grades are given to students.20. 20.              Open Education – includes a rich learning environment that includes

concrete materials, no bells or schedules, and encourages students to develop self-reliance.

21. 21.              Team-teaching – uses teacher strengths, teacher s plan together extensively, etc.

22. 22.              School-based Curriculum – based upon the needs of students in the school. The students, teachers, and parents have more active roles in the development of the curriculum.

23. 23.              Blueprint 2000 – State Legislative initiative focusing upon educational goals and objectives. http://www.oppaga.state.fl.us/reports/pdf/9770rpt.pdf

 Curriculum Theorists and Reformers

 Ralph Tyler: Known as the father of curriculum. He was very student-oriented. He believed

that curriculum came from three different sources:1. 1.      Society - ideas, community, expectations2. 2.      Students and learners3. 3.      Subject matter (scope and sequence)

 Once curriculum comes from the above sources, they must be filtered through “screens”. According to Tyler, these screens include:

        Philosophical screen         Psychological screen – How do kids learn best?         Experimental screen – Determine what worked before and try new

ideas.

        Stakeholders screen – Includes the society in which we live.http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1949tyler.html

Hilda Taba: A student of Tyler. She was not necessarily a supporter of Tyler. She proposed

that curriculum development start at the teacher level. She believed that teachers should be agents of change. She believed that students could be led toward making generalizations through concept development and concept attainment strategies. Taba believes that the purpose of education involves:

1. 1.      Socialization - get along in society2. 2.      Achievement3. 3.      Personal growth4. 4.      Social change

http://imet.csus.edu/fundamentals/inductive/  Mauritz Johnson – This curriculum theorist believed that curriculum is a destination and not the process of getting there. In his schema for curriculum, Mauritz Johnson provides one of the most elegant and powerful models for classifying information relative to both curriculum and instruction.

1. 1.      A curriculum is a structured series of intended learning outcomes2. 2.      Selection is an essential aspect of curriculum formulation.3. 3.      Structure is an essential characteristic of curriculum.4. 4.      Curriculum guides instruction.5. 5.      Curriculum evaluation involves validation of both selection and

structure.6. 6.      Curriculum is the criterion for instructional evaluation

http://www.adprima.com/johnsonschema.htm Jerome Bruner – He was considered an educational reformer of the sciences. He believed that curriculum should deal with the subject matter relating to life skills. Bruner encouraged teachers to “bring the world into the classroom”.http://au.geocities.com/vanunoo/Humannature/bruner.htmlhttp://www.infed.org/thinkers/bruner.htm John Goodlad – He was known for his work with reorganizing junior and senior high schools into “houses” (combined grade levels). Each “house” has its own curriculum. H is remembered for his five levels of curriculum.

1. 1.      Ideal curriculum – recommended by society.2. 2.      Formal curriculum – approved by the state.3. 3.      Perceived curriculum – teacher interpretation4. 4.      Operational curriculum – actual5. 5.      Experimental curriculum – what students derive from the operational

curriculumhttp://depts.washington.edu/cedren/CER.htm Ernest Boyer – He supported that the “love of learning” added to the enjoyment of life. http://www.sonoma.edu/Senate/boyerlegacy.pdf

 Mortimer Adler – He proposed a course of study for students to provide for “tracking” of individual progress. He stressed three types of learning: knowledge, skills, and understanding. John McNeil – identified four major categories of the prevailing curriculum

1. 1.      Humanists – believe that the function of the curriculum is to provide each learner with internal rewards and personal development. (Carl Rogers has documented that students learn more, are more creative and attend class more often when the humanist’s curriculum is implemented.)

2. 2.      Social Reconstructionists – believe that the function of the curriculum is to confront the learner with the problems of mankind.

3. 3.      Technologists – believe that the function of the curriculum is to find an efficient and effective way to impart knowledge.

4. 4.      Academians – believe that the function of the curriculum is to develop the mind and to train students to do research.

 Other Reformers: 

George Beauchamp - http://www2.bc.edu/~evansec/curriculum/Klein.htmlTheodore Sizer – http://www.newfoundations.com/GALLERY/Sizer.html

 Curriculum is a set of courses constituting an area of specialization. Curriculum development is mandated by each state to the local districts. A needs assessment should be conducted prior to designing a curriculum. A needs assessment is the process by which educational needs and priorities are defined. The four steps of a needs assessment include:

1. 1.      Developing goal statements2. 2.      Assigning a priority to the goal statement3. 3.      Defining acceptable behavior of the student in reference to the goal.4. 4.      Designing a program to reach the selected goal.

 Curriculum planners using curriculum determinants make curriculum decisions. Decisions regarding curriculum are made at various levels: national, state, local systems, schools, and individual classrooms. Curriculum Determinants:

                    Pupils                     Social values, structures, demands of the community                     Functions and aims of the school                     Nature of knowledge                     Process of learning                     Economics and resources                     Existing facilities                     Philosophies and religions of the community                     Needs of students                     Court decisions (i.e. Segregation)

 

Curriculum Planners:1. Professional educators at various operational levels (teachers, administrators,

college level professors)2. Political agents (They bring in the money).3. Parents and pupils4. Learning theorists and researchers5. Economists (How much will it cost to raise Johnny's reading level?).6. Members of the community7. Big businesses (Career Education)8. Religious leaders

 Curriculum Decisions:

1. Characteristics of a good curriculum (State won't fund unless agreeable).2. Organization and selection of curriculum content (state adoption)3. Organization of instructional grouping (state inferences, ex. Speech Therapy

student) Curriculum decisions result in curriculum plans:

1. Plans for learning opportunity provided by the school2. Instructional Plans3. Learning resources4. Grouping

 Curriculum should be decided by:

        Needs of child (DATA!!!)         Societal expectations (7 Cardinal Principles): The Commission on the

Reorganization of Secondary Education issued the Cardinal Principles of Secondary Education in 1918. The focus of this commission was to form objectives for secondary education. It was decided that segmented subjects and their subject matter were a way to achieve the decided goals but that they were not the one and only way. http://www.ux1.eiu.edu/%7Ecfrnb/cardprin.html

1. 1.      Health2. 2.      Command of fundamental processes (read, write, figure, etc.)3. 3.      Worthwhile home memberships4. 4.      Vocation5. 5.      Civic education6. 6.      Worthy use of leisure time7. 7.      Ethical character

 The Bases for Curriculum Planning (Kerney):

1. Physical development, health, and body care2. Individual social and emotional development3. Ethical behavior, standards, and values4. Social relations5. The social world6. The physical world

7. Esthetic development8. Quantitative relationship

Elements for Successful Learning Programs:1. Textbooks2. Visual aids3. Media materials4. Characteristics of people using materials5. Strengths and limitations of school building

Elements NOT Useful in Curriculum:1. Special interest groups2. Political pressures3. Personal preferences4. Traditions of school

 Contemporary Philosophies in the Classroom: Pragmatism - values are never fixed but always changing. Pupil interest is central in teaching. (Dewey) http://teacher.scholastic.com/products/ect/dewey.htm

 Existentialism - mainly concerned with two factors in the human predicament: (A.S. Neal) http://www.connect.net/ron/exist.html

Individual freedom Death

 Idealism - A fixed reality is to be found in the cultural heritage and in the application of reason. (Havinghurst, Rickover) http://www.willamette.edu/~srhine/Courses/philosophy.pdf

 Realism - reality simply IS, WAS, and ALWAYS WILL BE. (Skinner, Piaget, Erikson, Thorndike, Bruner) http://ferl.becta.org.uk/content_files/pages/focus_areas/resource_creation/subject_samples/health_and_social/theorists.ppt 

EVALUATION Observation – includes evaluation using anecdotal records, interviews, conversations, retellings, audiotapes, oral presentations, dramatic plays, portfolios, writing journals, etc. Measurement – includes evaluation using inventories, checklists, teacher-made tests, cloze exercises, dictations, holistic writing assessments, standardized achievement tests, etc. Styles of evaluation:

Internal: comes from within the individual who is learning. External: comes from sources or people other than the learner. Public: completed openly as in front of a group or class. Private: completed on a one-to-one basis. Informal: considered to be subjective.

Formal: considered an objective process. Formative: determines the degree of mastery of a given learning task. Summative: used at the end of a course, or a term. Diagnostic: carried out while instruction is under way and determines a learner’s

strengths and weaknesses. : Review Bloom's Taxonomy:

        Evaluation: making judgments about the value of the material         Synthesis: putting together elements or parts to form a whole.         Analysis: breaking down of a communication into its various parts.         Application: ability to use abstractions in concrete situations.         Comprehension: lowest level of understanding         Knowledge: ability to recognize or recall information 

http://www.coun.uvic.ca/learn/program/hndouts/bloom.html Affective Domains of Learning

        Characterizations         Organization         Valuing         Responding         Receiving

 Maslow's Hierarchy of Needs:

        Need for self-actualization         Self esteem needs         Belongingness and love needs         Safety         Physiological needs 

Jean Piaget’s Four Stages of Development1. Sensori-motor stage (usually occurs before age 2) 2. Pre-operational stage (usually occurs between ages 2 – 6) 3. Operational stage (usually occurs between ages 7 – 11) 4. Formal stage (usually occurs between ages 12 – 15)

http://psychology.about.com/library/weekly/aa051501c.htm 

THE MARKS OF A GOOD CURRICULUM Source: Curriculum Planning for Modern Schools, J. Galen Saylor & William M. Alexander; Holt, Rinehart and Winston, Inc.  I. A good curriculum is systematically planned and evaluated

A. A definite organization is responsible for coordinating, planning and evaluation.

B. Steps in planning and evaluation are logically defined and taken.

C. Ways of working utilize the contributions of all concerned. II. A good curriculum reflects adequately the aims of the school

A. The faculty has defined comprehensive educational aims.B. The scope of the curriculum includes areas related to all stated aims.C. Each curriculum opportunity is planned with reference to one or more

aims.D. In planning curriculum opportunities from year to year and in each area,

teachers consider the total scope of aims.III. A good curriculum maintains balance among all aims of the school

A. A.                 The curriculum gives attention to each aim commensurate with its importance.

B. B.                 The total plan of curriculum opportunities in basic areas, school activities, and special interests reflects careful planning with respect to all aims.

C. C.                 Guidance of each individual helps provide him a program that is well balanced in terms of his needs and capacities.

D. D.                 The school organization, schedule, and facilities help in given appropriate attention to aim.

E. E.                  Classroom activities and schedules are arranged so as to provide a balance program of varied learning activities.

IV. A good curriculum promote continuity of experienceA. A.                 Provisions are made for the smooth transition and continuing

achievement of pupils from one classroom, grade, or school to another.A. B.                 Curriculum plans in areas that extend over several years are

developed vertically.B. C.                 Classroom practices give attention to the maturity and learning

problems of each pupil.C. D.                 Cooperative planning and teaching provide for exchange of

information about pupils' learning experiences.V. A good curriculum arranges learning opportunities flexibly for adaptation to particular

situations and individualsA. A.                 Curriculum guides encourage teachers to make their own plans

for specific learning situations.B. B.                 Cooperative teaching and planning utilize many opportunities as

they arise to share learning resources and special talents.C. C.                 Time allotments and schedules are modified as need justifies.D. D.                 In accordance with their maturities, pupils participate in the

planning of learning experiences.E. E.                  The selection of learning experiences reflects careful preplanning

by teachers and equally careful attention to the demands of the learning situation.

VI. A good curriculum utilizes the most effective learning experiences and resources available

A. Learning experiences are developed so that pupils see purpose, meaning, and significance in each activity.

B. Needed, available resources are utilized at the time they are relevant and helpful.

C. Use of the right learning resource for each pupil is encouraged.D. Teachers discriminate wisely between activities that pupils carry on

independently and those in which teacher-pupil interaction is desirable.VII. A good curriculum makes maximum provision for the development of each learner

A. A.                 The program provides a wide range of opportunities for individuals of varying abilities, needs, and interests.

B. B.                 Extensive arrangements are made for the educational diagnosis of individual learners.

C. C.                 Self-directed, independent study is encouraged wherever possible and advisable.

D. D.                 Self-motivation and self-evaluation are stimulated and emphasized throughout the learning opportunities of the school.

E. E.                  The curriculum promotes individual development rather than conformity to some hypothetical standard.

F. F.                  The school attempts to follow up its former students both as a service to them and for evaluative date.

 Professional Learning Communities: Schools with an emphasis on learning as opposed to teaching who embrace PLC’s are characterized by an emphasis upon the following guiding principles:

        Shared Mission, Vision, Values and Goals         Collective Inquiry         Collaborative Teams         Action Orientation / Experimentation         Continuous Improvement         Results Orientation

http://info.csd.org/staffdev/rpdc/darticle.html

Standards Based Curriculum - Standards-Based Curriculum means that:

        Expectations for learning are high for ALL students and developmentally appropriate.

        Standards guide all classroom decisions

        The focus is always on student learning

        Effective instructional practices result in higher levels of achievement for all students.

        Assessment outcomes are used to inform the teacher about the effectiveness of curricular and instructional decisions.

http://www.mcrel.org/standards-benchmarks/

Sunshine State Standards – The Sunshine State Standards are the centerpiece of a reform effort in Florida to align curriculum, instruction and assessment. They identify what students should know and be able to do to for 21st century and are thus both content standards and performance standards. http://www.firn.edu/doe/menu/sss.htm  Grade Level Expectations - The Grade Level Expectations statements will be new or more specific statements, when appropriate, of what students need to know and be able to do at each grade level to achieve the grade-cluster benchmark and ultimately the exit standard. FCAT and High Stakes Testing – The Florida Comprehensive Assessment Test (FCAT) is part of Florida's effort to improve the teaching and learning of higher educational standards. The primary purpose of the FCAT is to assess student achievement of the high-order cognitive skills represented in the Sunshine State Standards (SSS) in Reading, Writing, Mathematics, and Science.  http://www.firn.edu/doe/sas/fcat.htmhttp://www.manhattan-institute.org/html/_orlandosent-study_praises.htm Data-Driven Instruction - is a curriculum design framework that allows teachers, parents, students and administrators an opportunity to see student expectations for each grade level. With this approach, it is possible to track student progress, identify needs, and provide focused instruction and interventions. The framework four major components:

        Curriculum alignment: What are we going to teach?         Curriculum mapping: When are we going to teach it?         Curriculum benchmarking: Did students learn it?         Differentiation: What teaching methods would be best for each student?

http://www.infotoday.com/MMSchools/mar03/decker.shtml

For a PowerPoint presentation regarding the use of data coaches, please see the following web site: http://www.sarasota.k12.fl.us/im/fetcsarasota.ppt Portfolio Assessments - A portfolio is not a random collection of observations or student products; it is systematic in that the observations that are noted and the student products that are included relate to major instructional goals. http://www.eduplace.com/rdg/res/literacy/assess6.html Classroom Assessments – Rick Stiggins has been committed to helping teachers gather accurate information about student achievement and use that information to benefit (not just grade and sort) their students. The most unique part of his vision is the need to involve students deeply in the classroom assessment process to build their confidence and maximize their achievement. http://www.nsdc.org/library/publications/jsd/stiggins202.cfm

 

Webb’s Depth of Knowledge – Cognitive Complexity Classification

Cognitive complexity refers to the cognitive demand related with an item. The state of Florida has embraced Bloom’s Taxonomy1 since the origin of FCAT in determining the cognitive complexity level of questions. Recently, the state changed this measurement tool from Bloom’s Taxonomy to Dr. Norman L. Webb’s work with “Depth of Knowledge”2 levels, which currently serves as FCAT Cognitive Complexity Model. Webb’s model consists of 4 levels; but has been tailored to report three levels for FCAT: Low Complexity, Moderate Complexity and High Complexity. The State of Florida will no longer report test results using the Bloom’s Taxonomy Model for FCAT.

Low Complexity requires:

Students to recall, observe, question, or represent basic facts. Students to demonstrate simple skills or abilities. Only surface understanding of text. Verbatim recall from text or simple understanding of a single word or phrase.

Moderate Complexity Requires:

More than simple recall. Students to apply skills and concepts that are covered in low complexity. May require a “two-step” process: comprehension and subsequent processing of text

or portions of text. Covers important concepts, but not in a complex way.

High Complexity:

Higher-order thinking is involved. Students may explain, generalize, or make multiple connections. Items may require “several steps.”

Items may require abstract reasoning and planning. Items may involve theme identification, implicit main ideas, and complex inferences within or

across texts.

http://www.firn.edu/doe/sas/fcat/pdf/cog_complexity-fv31.pdf

Webb, N.L., 1999, Alignment Between Standards and Assessment, University of Wisconsin Center for Educational Research.

Howard Gardner’s Seven Styles of Learning

Howard Gardener has identified seven styles of learning that takes place in the educational system that support the fact that everyone learn in identifiable distinctive ways.

Visual Spatial – use shapes, colors, and other form and relationships among objects. Bodily-Kinesthetic – use the body for self expression and solve problems. Musical – deal with pitch, tone, and rhythm to compose and appreciate the

surroundings. Interpersonal – the ability to perceive what another is thinking through body language

and gestures. Intrapersonal – the ability to understand oneself, to appreciate one’s feelings, fears,

and motivations. Linguistic – use words effectively written and orally with the ability to learn language

and use language to master a goal. Logical Mathematical – the ability to analyze problems logically, master mathematical

problems, and resolve problems scientifically.

http://www.businessballs.com/howardgardnermultipleintelligences.htm

http://chiron.valdosta.edu/whuitt/files/gardner.html

(Vonda Daniels, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Types of Tests

Norm-Referenced (NRT) is the classic approach to assessment in which a student’s performance is compared to the performance of other students who took the test.

Criterion-Referenced (CRT) is a type of test that compares the performance of the student to criteria that were established in the instructional objective. A student’s success depends on demonstrated mastery of the objectives and not on his or her performance as related to others in the class.

http://www.pareonline.net/getvn.asp?v=5&n=2

(Tia Anderson-Brown, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Developing Curriculum

Guide decisions related to selecting & organizing content to be included in instructional programs:

Scope- what should & should not be covered Sequence- information presented in a particular order Continuity- focuses on connecting the learning experiences Articulation- describes a relationship between or among elements of a curriculum Balance- to assure that each element receives its fair share of time & emphasis Spiraling- recycles concepts throughout K to 12

(Leslie Johnson, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Learning Communities

Small Learning Communities

Smaller learning environments positively affect grades, test scores, attendance rates, graduation rates, drug and alcohol use, and school safety ;

More personalized learning structures seem to provide the setting for other high school reforms, perhaps because change is easier to implement in a smaller setting; "scaling down" as a common contributor for success ;

Can more readily provide students with mentors, tutors and advisors; make learning more meaningful by linking it to life-experiences and community; and provide adequate time and support for mastery of knowledge and skills.

Variations

Schools-within-schools - autonomous programs housed within larger school buildings. Schools-within-schools are generally responsible to the district rather than to the host school's principal, and are formally authorized by the superintendent and/or board of education

Career Academies - integrate academic and vocational instruction, provide work-based learning opportunities for students and prepare students for postsecondary education and employment, with the personalized learning environment of a small community

House Plans – divide students in a large school into groups of several hundred, including students from 9th or 10th through 12th grade. Each house usually has its own discipline plan, social activities and student government.

Magnets - use a specialty core focus such as math, science, creative arts, or a career theme or cluster, to attract students from the entire school district.

National Conference of State Legislators February, 2006. Small Learning Communities. Retrieved on February 12, 2006 from: http://www.ncsl.org/programs/employ/slc.htm

(Erin Savage, Nova Southeastern University, EDL 600 – Winter 1, 2006 compiled this information)

Curriculum Development

Much of the curriculum found in schools today is based on teachers’ past experience, input from

textbook manufacturers, discipline frameworks, standards, and information from peers (Glasgow, N.,

1997). Teachers must be empowered to more effectively design their own curriculum and to move from

the position of curriculum conveyor to curriculum designer.

Getting to know the curriculum

1. Teachers should share their curriculum with other teachers in the school. Teachers from each

grade level and subject area should summarize on chart paper. To insure integrity, teachers

should refer to their curriculum documents.

2. After the charts are completed, grade level and special area teachers share their curriculum with

the entire faculty and describe teaching strategies, lessons and units.

Developing curriculum maps1. Teachers use large pieces of chart paper with the school months on top, and colored sticky

notes-different colors for each core area. The goals, objectives and topics of the curriculum are

written on the colored notes and arranged across the school year.

2. When all areas have been mapped, the information can be placed on a preprinted file folder

that lists all required subject areas on the side and the months across the top.

Webbing the curriculum1. As the curriculum takes shape, teachers are encouraged to look at the different disciplines for

common ideas, complementary skills/ strategies, or other links that might be used to create

meaningful integrated study. Sticky notes are rearranged as teachers look for logical

connections between and among the different disciplines.

2. Teachers must keep this curriculum webbing process focused on student interests and needs.

The role of assessment1. As the school year unfolds and teachers deliver their curriculum to students, assessments should

ensure that students participate in a range of activities, so they can demonstrate learning in a

variety of formats.

Fitzharris, L. (Summer, 1999). Curriculum Development. Journal of Staff Development, 20 (3).

Glasgow, N. (1997). New curriculum for new times: A guide to student-centered, problem-based

learning. Thousand Oaks, CA: Corwin

(Theresa L. Benfante , Nova Southeastern University, EDL 600 – Summer 1, 2007 compiled this information)

Curriculum Theorists

Tyler model

Probably the most frequently quoted theoretical formulation in the field of curriculum has been that published by Ralph Tyler in 1949. Tyler stated his curriculum model in terms of four questions that must be answered in developing any curriculum and plan of instruction:

o What educational purposes should the school seek to attain? (Stating Objectives) o What educational experiences can be provided that are likely to attain these purposes?

(Selecting Learning Experiences) o How can these educational experiences be effectively organized? (Organizing Learning

Experiences) o How can we determine whether these purposes are being attained? (Evaluating the Curriculum)

Taba Model

Hilda Taba developed a multi-purpose approach that utilizes a method of three discreet stages.

1. Students make observations. 2. Students gather the similar items together 3. Students name each category. Students are then assigned to category groups and begin to

research their topics.

The role of the teacher is that of facilitator. The final report can be made using any one of the various reporting techniques available. The premise here, according to Taba is that children make generalizations after organizing the data. Hilda Taba believed that students make generalizations only after information is organized. She believed that students could be led toward making generalizations through concept development and concept attainment strategies. According to Taba, the best way to deal with increase in knowledge is to emphasize the acquisition, understanding, and use of ideas and concepts rather than facts alone.

The Taba Model advocates an inductive approach to curriculum development, starting with the specifics and building up to a general design. This model may not appeal to curriculum developers who prefer to consider the more global aspects of curriculum before moving to specifics. On the flipside, The Taba Model encourages for teachers to be highly involved in the development of curriculum.

The Saylor, Alexander, and Lewis Model

According to this model, curriculum is a plan for providing sets of learning opportunities for persons to be educated. It is the process which includes establishing goals, objectives, and domains as well as creating the instructional plans and conducting an evaluation.

Curriculum Designing Curriculum Implementation Curriculum Evaluation

Decisions as to designs made by the responsible curriculum planning groups for a particular educational center. Various prior decisions by political and social agencies may limit the final designs.

Decisions as to instructional modes made by the teachers. The curriculum plan includes alternatives modes with suggestions to resources and media, thus encouraging flexibility for teachers and students.

Decisions as to evaluation procedures for students are made by the teachers. Decisions for the curriculum’s evaluation procedures are made by the responsible planning party. Evaluation results become the bases for further planning.

Retrieved on May 29, 2007 http://coe.sdsu.edu/people/ jmora/MoraModules/currdev.htm

Retrieved on May 29, 2007 http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED028528&ERICExtSearch_SearchType_0=eric_accno&accno=ED028528

(Marisol Bosque, Nova Southeastern University, EDL 600 – Summer 1, 2007 compiled this information)