Chapter 3: Curriculum Planning: A
Multilevel, Multisector Process
Chapter 4: Curriculum Planning:
The Human Dimension
Sectors of Planning
Classroom
Team
School
District
State
Region
Nation
World
Sectors of Planning
Classroom
Team
School
District
State
Region
Nation
World
Curriculum Planning:
A
Multilevel, Multisector
Process
The five levels of curriculum planning:





The state
The district
The school
The department or team
The classroom
Each level of planning is subject to the authority of the
one above it. However, classroom planning is still
considered the most important.
The sectors of curriculum planning:



The world
The nation
The region
The concept of sectors differs from levels in
that there is no hierarchy.
World
Nation
Region
Levels and Sectors
of Planning
State
School District
School
Team/Grade/Department
Classroom
The sectors of planning: Where are decisions made?
Classroom
Team
School
District
State
Region
Nation
World
Efforts at the various levels:

Classroom – develop yearly plans, develop units of study, enrich
the curriculum and remediate learning, establish goals and objectives,
evaluate the curriculum and learning.

Department / team – content, sequencing, adapting,
establishing objectives, selecting resources, determining groupings,
evaluating and coordinating. Curriculum leaders begin to emerge at
this level.

School – develops a vision of quality curriculum, develops
programs of study, develops a learning-centered schedule, determines
the nature and extent of curriculum integration, aligns the curriculum,
monitors and assists in the implementation of the curriculum (support /
evaluation / training).
Efforts at the various levels:

District – Provides the “framework” for which the previous levels
(classroom, department, school) must function. Goals and objectives
of these subordinate levels must mesh with those established by the
district. The district commonly:








Develops and implements curriculum related policies
Develops goals based on state goals
Identifies curriculum requirements and time allocations for each level
as well as developing curriculum guides
Leads in the selection of instructional materials
Develops performance measures
Evaluates the curriculum
Provides fiscal and other resources
Provides training and support
Efforts at the various levels:

State – accredits, evaluates & monitors programs, disburses
state and federal through state moneys, and enforces
standards for graduation, develops state-wide standards of
philosophy, goals, and objectives. The state commonly:




Develops a framework for goals, standards, and requirements
Develops tests and other performance measures
Provides needed resources to local districts
Evaluates the frameworks
Efforts at the various levels:

Regional, National, and International –
Curriculum efforts in these sectors are likely to consist of
sharing problems, exchanging practices, reporting research,
and gathering information.
Principal
Grade
coordinator/
teacher
Teacher
Teacher
Teacher
Pattern I
(self-contained grade school)
Principal
Team Leader/
English Teacher
Social
Studies
Teacher
Math
Teacher
Science
Teacher
Pattern II
(interdisciplinary team at a middle school)
Pattern III
(two teams at the same grade level)
Principal
Grade
coordinator/
Team I
Leader
Team I
member
Team I
member
Team II
member
Team II
member
Team II
member
Pattern IV
(traditional dept. style for a
secondary school)
Principal
Head of
English
Department
English
teacher
English
teacher
English
teacher
English
teacher
English
teacher
Principal
Faculty
Curriculum
council
Subcommittee
Pattern A1
(school level)
Principal
Faculty
Curriculum
council
Subcommittee
Pattern A2
(school level)
Total
Faculty
Principal
Total
Faculty
Community
Advisory
Council
Faculty
Curriculum
council
Student
Advisory
Committee
Subcommittee
Pattern A3
(school level)
Principal
Total
Faculty
Expanded
curriculum
committee
Subcommittee
Pattern A4
(school level)
Superintendent
Principal
District
curriculum
council
Subcommittee
Pattern B1
(district level)
Community
advisory
council
Superintendent
Principal
Expanded
curriculum
council
Subcommittee
Pattern B2
(district level)
Pattern B3
(district level)
Curriculum
advisory
council
Area
superintendent
Director
of
instruction
Superintendent
Curriculum
coordinating
council
Assistant
Superintendent
Area
superintendent
Director
of
instruction
Area
superintendent
Area
superintendent
Director
of
instruction
Director
of
instruction
Director
of
Instruction
Principal
Curriculum
council
Subcommittee
Pattern B3
(cont.)
Chapter 4
Curriculum Planning:
The Human Dimension
Objectives:


Describe the roles of
a) the principal
b) the curriculum leader
c) the teachers
d) the students
e) the parents and other citizens in
curriculum development
Describe the knowledge and skills needed by the
curriculum leader.
The Cast of Players

Role of the Administrator:
–
–
–
May serve actively or passively as curriculum
leader
Curriculum development is doomed to failure
without his or her support
Success may depend on whether the principal is
a “Theory X” or “Theory Y” person
Role of Students



Provide input by indicating how they perceive
a new proposal or program
Evaluate teachers’ instruction
Degree may depend on variables such as
intelligence, motivation, and knowledge of
subject matter
Role of Citizens in the Community




Parents and others serve on advisory committees
Parents serve as resource persons and volunteer as
aides
Local businesses have entered into partnerships
with schools by providing expertise, funds, and
materials to aide curriculum development
State and national efforts have supplemented
initiatives to involve the community in school affairs
Role of the Teachers



Teachers constitute the majority or totality of the
membership of curriculum committees and councils
Teachers review and initiate proposals, gather data,
conduct research, make contact with parents, write
and create curriculum materials, evaluate resources,
obtain feedback from learners, and evaluate
programs.
Most teachers feel left out of the decision-making
process
Role of the Curriculum Leader


The curriculum leader may be a member of
the faculty or an outsider. This is considered
the “extended family”.
The curriculum coordinator must be a
specialist in the group process, possessing a
unique set of skills.
Curriculum Leader and Group Process




The Change Process
Interpersonal Relations
Leadership Skills
Communication Skills
The Change Process

Four Variables:
1)
2)
3)
4)
Structure
Information and control methods
People
Task
Interpersonal Relations



Individuals bring their motivations-their
personal desires, feelings, or goals,
commonly referred to as the “hidden agenda”
Individuals in groups often behave differently
then their individual behaviors
The group itself assumes a personality all its
own
Leadership Skills
Other views:
Traits of Leaders:







Intelligent
Experienced
Assertive
Articulate
Innovative
Dynamic
Charismatic
“Right place and right time”
A politician
A climber
A friend of a person in
power
Two Approaches:
Autocratic
Democratic
Difficulties with Oral Communication:









Members of the group have a difficult time getting to the point.
Use fuzzy, imprecise language
Select out of discussion the things they want to hear
Fail to express themselves
Fail to follow an orderly process
Discussion is stopped and group votes prematurely
Sessions breaks up without closure
Communication flow is from leader to member
Hostility and disharmony exist within the group
Difficulties with Written Communication:



The writer cannot realize his impact
Excessive in number
English is poor
Chapter 5:
Models for Curriculum Development
Part III: Components of the Process
CHAPTER 5:
Models for Curriculum
Development
I. Selecting Models

Types of Models:
–
Deductive – proceed from general to specific
–
Inductive – from specific to general
I. Selecting Models Cont.

Types of Models
–
Linear – specific sequence of progress
–
Non-linear – steps can be skipped, reversed etc.
I. Selecting Models Cont.

Types of Models
–
Prescriptive – what ought to be done
–
Descriptive – simply describes the process
II. The Models of Curriculum
Development
Using the Tyler Model

Identification of objectives
–
Use the learners, society and the subjects to
identify the objectives
II. The Models of Curriculum
Development
Using the Tyler Model

Screening the Objectives
–
–
Philosophical Screen – which objectives
emphasize the values of our democratic society?
Psychological Screen – Which objectives are
realistic in terms of time and difficulty?
II. The Models of Curriculum
Development
Using the Tyler Model

Identification of objectives
–
After the screening, we are left with
“Precise Instructional Objectives”
Tyler’s curriculum rationale
Source
Source
Source
Student
Society
Subject
Tentative general objectives
Screen
Philosophy
of
education
Screen
Psychology
of
learning
Precise instructional objectives
II. The Models of Curriculum
Development
Using the Tyler Model

Expanded Model
–
After specifying objectives, Tyler speaks to the
selection, organization, direction and evaluation
of the learning experiences.
II. The Models of Curriculum
Development
Using the Tyler Model

Expanded Model
–
Tyler states that teachers should give attention to
learning experiences that will:




Develop skill in thinking
Be helpful in acquiring information
Be helpful in developing social attitudes
Be helpful in developing interests
Precise instructional objectives
Selection of
learning experiences
Organization of
learning experiences
Direction of
learning experiences
Evaluation of
learning experiences
Tyler’s curriculum
rationale
(expanded)
II. The Models of Curriculum
Development
Using the Taba Model

Taba proposed an inductive, “grassroots”
approach in which the curriculum planning
begins at the teacher student level.
II. The Models of Curriculum
Development
Using the Taba Model

The Taba Model is a 5-step process
1.
Produce Pilot Units
-An 8-step process for selecting and organizing content
and activities
Diagnosis of
needs
Formulation of
objectives
Selection of
content
Organization of
content
Producing pilot units
Selection of
learning experiences
Check for
balance and sequence
Evaluation
Organization of
learning activities
II. The Models of Curriculum
Development
Using the Taba Model
2.
Testing Experimental Units
- teachers test pilot units for validity and
“teachability”
3.
Revising and Consolidating
- Modify for student needs and differences in teaching
styles
II. The Models of Curriculum
Development
Using the Taba Model
4.
Developing a Framework
- examine units for adequacy of scope and sequence
5.
Installing and Disseminating New Units
- administrators arrange training to make teachers
effective in teaching the units
II. The Models of Curriculum
Development
Using the Saylor, Alexander and Lewis Model

Model established 4 domains – goals and
objectives created within the domains by curriculum planners –
recognized the idea that prior political decisions can limit design
–
–
–
–
Personal Development
Social Competence
Continued Learning Skills
Specialization
II. The Models of Curriculum
Development
Using the Saylor, Alexander and Lewis Model

Instructional Modes
–
Teachers specify objectives and select
appropriate strategies
II. The Models of Curriculum
Development
Using the Saylor, Alexander and Lewis Model

Evaluation
–
Determine whether


School goals were met
Objectives of instruction were met
II. The Models of Curriculum
Development
Using Oliva Model

A 12-step linear deductive model

Represents a complete model covering:
–
–
–
Needs (selection of curriculum)
Instruction
Evaluation
II. The Models of Curriculum
Development
Using Oliva Model

Model can be used:
–
–
–
To develop an entire curriculum for a school or a
department
To focus on programs (1,5 and 12)
To focus on instruction (6-11)