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 A set of performance objectives A course of study That which is taught in school/org Content Everything that goes on within the school/org including extra-class activities, guidance, and interpersonal relationships Everything that is planned by school/org personnel A series of experiences undergone by learners in school/org That which an individual learner experiences as a result of schooling/org participation

How do the two differ? How are they the same?

According to Google.com define: program,

Programs are:
a system of projects or services intended to meet a public need; "he proposed an elaborate program of public works"; "working mothers rely on the day care program course of study: an integrated course of academic studies; "he was admitted to a new program at the university" (computer science) a sequence of instructions that a computer can interpret and execute; "the program required several hundred lines of code

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More definitions of program.

A program or programme (in management) has at least two senses: 1) A collection of projects that are directed toward a common goal, e.g., the NASA space program; 2) A broad framework of goals to be achieved, serving as a basis to define and plan specific projects, e.g. the EU's SAPARD Programme.
en.wikipedia.org/wiki/Program_(management)

Generally defined as an organized set of activities directed toward a common purpose or goal, undertaken or proposed by an agency in order to carry out its responsibilities. In practice, however, the term program has many uses and is used to describe an agency's mission, programs, functions, activities, services, projects, and processes.
data2.itc.nps.gov/budget2/glossary.htm

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 curriculum
Robert 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 does curriculum/program apply to:

The university (athletics, student services, etc.) Business/Industry Training Other settings

How do you define curriculum/program in your preferred setting?

But wait, there are other types of curriculum. What are they?

Curriculum Definitions
Curriculum Planning VS Planned Curriculum (whats the difference???)
Core curriculum Written curriculum Tested curriculum Experienced curriculum Hidden curriculum Learned curriculum

Planned curriculum
Taught curriculum Supported curriculum

Glatthorns Four Curriculums

Basic Enrichment

Structured
Nonstructured

Mastery
Organic

Team Planned
Student Determined

Thought question... What types of curriculum do you value most? Why? What does your organization advocate?

Now for a bit of history vis--vis curriculum and schools .

http://clarke.cmich.edu/schoolhouse/clark6.jpg

NEA Committee of Ten

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1892

Purpose of American high schools debated College preparatory OR a peoples school offering a range of practical courses? Establishment of a standard curriculum and liberalizing the high school by offering alternatives to the Latin and Greek classic curricula. Goal of high school was to prepare all students to do well in life, contributing to their own well-being and societys good, and to prepare some students for college.

http://www.tfhrc.gov/pubrds/06mar/images/wein2.jpg

http://www/nd.edu/~rbarger/www7/neacom10.html

John Franklin Bobbitt

1918 Curriculum is an arena for social engineering. Assumption: Scientific experts are qualified and justified in designing curricula based on expert knowledge of what qualities are desirable in adult members of society and it can be know what experiences would produce those qualities. Thus, curriculum is defined as the experiences that someone ought to have in order to become the kind of adult they ought to become. Curriculum is an ideal rather than reality of what will actually happen.

http://en.wikipedia.org/wiki/Curriculum

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)

Max Webers Authority Types

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

http://danawilliams2.tripod.com/authority.html

French & Ravens Sources of Supervisory Power

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 leaders abilities) Referent -- power based on respect/admiration Legitimate -- power based on office held

http://www.valuebasedmanagement.net/methods_ french_raven_bases_social_power.html

What type of leadership works in your org?

What type will you employ?
Max Webers Authority Types Traditional French & Ravens Sources of Supervisory Power Reward

Charismatic
Legal-rational Professional

Coercive
Expert Referent (respect) Legitimate

Defining curriculum is one thing,

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?
OR

Applies scientific methods and principles to the task of curriculum development.

Assumptions: Reality is definable The goals of education are knowable

A linear, objective process will yield a useful documents and high quality plans
--->

Deductive Process
Top down

Extensive administrator involvement

Starts by examining broader questions/purposes of education and societal needs before addressing the classroom level Key authors: Tyler, Hass, Hunkins, WIDS --->

Inductive Process
Bottom up Curriculum development by classroom teachers Starts by developing individual units which will be assembled into a cohesive program Key author: Taba

Tyler Model
(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 program effectiveness.

Hass & Parkay Model

(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
Set goals

3. Select , Prepare, & Implement ---->

Strategies and Alternatives 4. Evaluate

Hunkins Model
(Hass & Parkay, 1993, p. 329-32; Ornstein & Hunkins, 1993, p. 207-73)

1. Curr. conceptualization and legitimization

built on societys values, beliefs, knowledge bases, institutions, and artifacts

complete front end analysis: ask philosophical questions debate purpose of schooling

debate curriculum designs

develop master curriculum plan

2. Curriculum diagnosis Identify reasons for human performance deficiencies

Translate needs into causes

Generate goals, objectives, expected learner outcomes

3. Content selection
Identify criteria for content selection (ie. economy, significance, validity, interest, learnability, feasibility) Sequence content --->

4. Experiencs and material selection (by teacher)

Determine methods, strategies, activities, incentives, materials, nature of educational environment 5. Implementation

Pilot curriculum (assess curriculum not students)

Modify where necessary

Full implementation
--->

6. Evaluation
Determine if curriculum is presented/taught as written and recommended (supervision function) Furnish data so decisions can be made to continue, modify or discontinue program Monitor and maintain curriculum

7. Maintenance

Taba Course Development Model

(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

Taba Pilot Unit Development Model

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

1. Perform needs/task analysis 8. Develop Course/goal Description 9. Specify Assessment Strategies 14. Create A Class Syllabus

2. Write Course Competencies 7. Sequence Competencies 10. Develop Assessment/ Record Plan 13. Layout Learning/ Lesson Plans

3. Analyze Course Competencies 6. Designate Core Abilities

4. Develop Learning Objectives 5. Develop Performance standards

12. Develop Instructional Materials

11. Design Learning Activities

Nontechnical-nonrational approach
Assumptions:
Curriculum evolves as learners, teachers, and knowledge interact

All goals of education cannot be predefined

Content can only be tentatively selected Learning will be based on the creation of knowledge, especially self-knowledge Curriculum development is highly political requiring administrators and teachers to work together

Key author: Glatthorn (naturalistic model)

Glatthorn Naturalistic Model

(Ornstein & Hunkins, 1993, p. 274; Glatthorn, 1987, p. 89+)

1. Assess the alternatives - evaluate current approaches 2. Stake out the territory define course parameters define learning audience define learning activities

3. Develop a constituency
--->

4. Build the knowledge base

identify content gather data on faculty skill and support

gather data on student audience

5. Block the unit

select unit topics

write general objectives 6. Develop unit planning guide --->

7. Plan quality learning experiences

Select experiences not content to be learned 8. Develop course examination Tell how learning will be documented (not test development) 9. Develop learning scenarios 10. Package the product

Where are you in terms of curriculum definitions and models?

Next week: How does your organization develop/revise curriculum/programs, whats the process, who does what.