Curriculum Curriculum Design and Design and

DevelopmentDevelopmentPart IIIPart III

This Week’s TopicThis Week’s Topic

Approaches toApproaches to

Curriculum DevelopmentCurriculum Development

(Technical and Nontechnical (Technical and Nontechnical Models)Models)

Approaches to Approaches to Curriculum DevelopmentCurriculum Development

Technical-Technical-

ScientificScientific

NontechnicaNontechnical-l-

NonscientificNonscientific

Technical-Scientific Technical-Scientific

• Curriculum development is a plan or blueprint for Curriculum development is a plan or blueprint for structuring the learning environments and structuring the learning environments and coordinating the elements of personnel, materials, coordinating the elements of personnel, materials, and equipment.and equipment.

• This approach implies a rational approach to This approach implies a rational approach to creating curricula. More specifically, the aims of creating curricula. More specifically, the aims of education can be made known, can be stated education can be made known, can be stated precisely, and can be addressed in a linear precisely, and can be addressed in a linear fashion.fashion.

• The models in this approach employ a means-end The models in this approach employ a means-end paradigm that suggests that the more rigorous the paradigm that suggests that the more rigorous the means, the more likely the desired ends will be means, the more likely the desired ends will be attained. attained.

Most Recognized Most Recognized Technical-Scientific ModelsTechnical-Scientific Models

1.1. The Ralph Tyler Model: The Ralph Tyler Model: Four Basic PrinciplesFour Basic Principles

2.2. The Hilda Taba Model: The Hilda Taba Model: Grass-roots RationaleGrass-roots Rationale

3.3. The Francis Hunkins The Francis Hunkins Decision-Making ModelDecision-Making Model

The Ralph Tyler Model:The Ralph Tyler Model:Four Basic PrinciplesFour Basic Principles

• This is the best known technical-scientific model. This is the best known technical-scientific model.

• In 1949, Tyler published In 1949, Tyler published Basic Principles of Basic Principles of Curriculum and InstructionCurriculum and Instruction, in which he outlined , in which he outlined four key points: 1) purposes of the school, 2) four key points: 1) purposes of the school, 2) educational experiences related to the purposes, educational experiences related to the purposes, 3) organization of these experiences, and 4) 3) organization of these experiences, and 4) evaluation of the purposes.evaluation of the purposes.

• From this rationale came Tyler’s model (see From this rationale came Tyler’s model (see handout).handout).

The Hilda Taba Model:The Hilda Taba Model:Grass-roots RationaleGrass-roots Rationale

• In Taba’s book, In Taba’s book, CurriculumCurriculum development: Theory and Practicedevelopment: Theory and Practice (1962), she argued that there was a definite order to creating the (1962), she argued that there was a definite order to creating the curriculum. curriculum.

• Where Taba differed from Tyler was that she believed that those Where Taba differed from Tyler was that she believed that those who teach the curriculum, the teachers, should participate in who teach the curriculum, the teachers, should participate in developing it. She advocated what has been called the grass-developing it. She advocated what has been called the grass-roots approach, a model whose steps or stages are similar to roots approach, a model whose steps or stages are similar to Tyler’s. Tyler’s.

• Although Tyler did not advocate that his model only be employed Although Tyler did not advocate that his model only be employed by persons in the central office, educators during the early days by persons in the central office, educators during the early days of curriculum making thought that the central authorities really of curriculum making thought that the central authorities really had the knowledge thereby creating “top down” curricula. had the knowledge thereby creating “top down” curricula.

• Taba believed that teachers should begin the process by creating Taba believed that teachers should begin the process by creating specific teaching-learning units for their students. specific teaching-learning units for their students.

• More specifically, she advocated that teachers take an inductive More specifically, she advocated that teachers take an inductive approach to curriculum development—starting with specifics and approach to curriculum development—starting with specifics and building to a general design—as opposed to the more traditional building to a general design—as opposed to the more traditional deductive approach—starting with the general design and deductive approach—starting with the general design and working toward the specifics (see handout). working toward the specifics (see handout).

The Francis HunkinsThe Francis HunkinsDecision-Making ModelDecision-Making Model

• The model has seven major stages: The model has seven major stages: curriculum conceptualization and curriculum conceptualization and legitimization, diagnosis, content selection, legitimization, diagnosis, content selection, experience selection, implementation, experience selection, implementation, evaluation; and maintenance.evaluation; and maintenance.

• What sets this model apart is its recommended What sets this model apart is its recommended first stage of curricular decision making. The first stage of curricular decision making. The first stage requires that participants engage in first stage requires that participants engage in deliberation regarding the nature of curriculum deliberation regarding the nature of curriculum and also its educational and social-political and also its educational and social-political value. This approach addresses the concerns value. This approach addresses the concerns of reconceptualists, of putting stress on of reconceptualists, of putting stress on understanding the nature and power of understanding the nature and power of curriculum (see handout).curriculum (see handout).

Nontechnical-Nontechnical-NonscientificNonscientific• This approach considers that the curriculum evolves This approach considers that the curriculum evolves

rather than being planned precisely.rather than being planned precisely.• The nontechnical camp focuses on the subjective, The nontechnical camp focuses on the subjective,

personal, and aesthetic. They stress not the outputs personal, and aesthetic. They stress not the outputs of production but rather the learner, especially of production but rather the learner, especially through activity-oriented approaches to teaching and through activity-oriented approaches to teaching and learning. learning.

• Advocates of this approach might well identify Advocates of this approach might well identify themselves as postmodern (i.e., the world is viewed themselves as postmodern (i.e., the world is viewed not as a machine but as a living organism). not as a machine but as a living organism). Therefore, individuals who consider themselves Therefore, individuals who consider themselves postmodern realize that one cannot separate postmodern realize that one cannot separate curriculum development from the people involved in curriculum development from the people involved in the process or from those who will experience the the process or from those who will experience the curriculum.curriculum.

Most Recognized Most Recognized Nontechnical-Nonscientific Nontechnical-Nonscientific

ModelsModels1.1. Allan Glatthorn: Allan Glatthorn:

Naturalistic Model Naturalistic Model

2.2. The Deliberation The Deliberation Model Model

3.3. Postpositivist-Postpositivist-Postmodern ModelsPostmodern Models

Allan Glatthorn: Naturalistic Allan Glatthorn: Naturalistic ModelModel

1.1. This model takes a middle-ground This model takes a middle-ground approach. It is neither modern, approach. It is neither modern, although it does advocate following although it does advocate following a sequence of specific stages, nor a sequence of specific stages, nor postmodern, although it can be postmodern, although it can be argued that is promises a great deal argued that is promises a great deal of uncertainty and surprises.of uncertainty and surprises.

2.2. The model contains eight steps (see The model contains eight steps (see handout).handout).

The Deliberation ModelThe Deliberation Model

1.1. This model represents a means of reasoning about This model represents a means of reasoning about the practical problems of what to include in the the practical problems of what to include in the curriculum.curriculum.

2.2. The process is non-technical primarily because it The process is non-technical primarily because it does not accept a linearity of action. That is, it is does not accept a linearity of action. That is, it is not necessary to blindly follow steps 1, 2, and 3.not necessary to blindly follow steps 1, 2, and 3.

3.3. Through deliberation, people are cognizant of the Through deliberation, people are cognizant of the players in the process and aware of their views, players in the process and aware of their views, ideas, and agendas. What type of knowledge and ideas, and agendas. What type of knowledge and what view of knowledge does the person involved in what view of knowledge does the person involved in deliberation bring to the process?deliberation bring to the process?

4.4. Effective deliberation involves stages, although Effective deliberation involves stages, although there is no agreement as to the exact number of there is no agreement as to the exact number of stages. What is proposed is a six-stage process stages. What is proposed is a six-stage process (see handout).(see handout).

Postpositivist-Postmodern Postpositivist-Postmodern ModelsModels

1.1. This model causes curriculum makers to assume This model causes curriculum makers to assume an openness to process, an eye for the an openness to process, an eye for the unexpected, and a willingness to let individuals unexpected, and a willingness to let individuals interact with curricular matters as they evolve. interact with curricular matters as they evolve.

2.2. Proponents of this approach to curriculum believe Proponents of this approach to curriculum believe that the actual planning process assumes its own that the actual planning process assumes its own ethos. Ends are transformed into new beginnings; ethos. Ends are transformed into new beginnings; people in the process are altered; students, people in the process are altered; students, teachers, and even course materials are changed teachers, and even course materials are changed as the dynamics and chaos unfold. as the dynamics and chaos unfold.

3.3. The aim of curricula designed from this viewpoint The aim of curricula designed from this viewpoint is not to have students arrive at understandings, is not to have students arrive at understandings, but essentially to realize that they have more but essentially to realize that they have more work to do, to continually make their work to do, to continually make their understandings new. understandings new.

Postpositivist-Postmodern Postpositivist-Postmodern ModelsModels

(Continued)(Continued)4.4. Curriculum becomes a process of Curriculum becomes a process of

development to be experienced in unique development to be experienced in unique and at first unimagined ways, rather than a and at first unimagined ways, rather than a static body of knowledge to be presented static body of knowledge to be presented within a strict time table.within a strict time table.

5.5. Curriculum participants are engaged in a Curriculum participants are engaged in a critical dialogue with themselves and others critical dialogue with themselves and others in the planning process and interact with an in the planning process and interact with an evolving content of the curriculum. This evolving content of the curriculum. This approach to curriculum creation can never approach to curriculum creation can never be articulated with a universal precision.be articulated with a universal precision.

6.6. “If you gather together to create a “If you gather together to create a curriculum, it will emerge.”curriculum, it will emerge.”

ReferencesReferencesMarsh, C., & Willis, G. (1999). Marsh, C., & Willis, G. (1999). Curriculum: Alternative approaches, ongoing issuesCurriculum: Alternative approaches, ongoing issues

(2nd ed.). Columbus: Merrill Prentice Hall.(2nd ed.). Columbus: Merrill Prentice Hall.

Oliva, P. (2001). Oliva, P. (2001). Developing the curriculumDeveloping the curriculum (5th ed.). New York: Longman. (5th ed.). New York: Longman.

Ornstein, A., & Hunkins, F. (1998). Ornstein, A., & Hunkins, F. (1998). Curriculum foundations, principles, and issuesCurriculum foundations, principles, and issues (3rd ed.). (3rd ed.). Boston: Allyn and Bacon.Boston: Allyn and Bacon.

Sowell, E. (2000). Sowell, E. (2000). Curriculum: An integrative introductionCurriculum: An integrative introduction (2nd ed.). Columbus: (2nd ed.). Columbus: Merrill Prentice Hall.Merrill Prentice Hall.

Taba, H. (1962). Taba, H. (1962). Curriculum development: Theory and practiceCurriculum development: Theory and practice. New York: . New York: Harcourt Brace.Harcourt Brace.

Tyler, R. (1949). Tyler, R. (1949). Basic principles of curriculum and instructionBasic principles of curriculum and instruction. Chicago: University . Chicago: University of Chicago Press.of Chicago Press.

Wiles, J., & Bondi, J. (2002). Wiles, J., & Bondi, J. (2002). Curriculum development: A guide to practiceCurriculum development: A guide to practice (6th ed.). (6th ed.). Columbus: Merrill Prentice HallColumbus: Merrill Prentice Hall