Chapter3

CurriculumPlanning:AMultilevel,
MultisectorProcess

 Curriculumdevelopmentisacollaborative
effort.
Planningcantakeplaceonfivelevels:
classroom,team/grade/department,
individualschool,schooldistrict,andstate.
Fromthestatetotheclassroom,eachlevel
exerciseauthorityoverlevelsbelowit.

 Teachersandcurriculumspecialistfind
opportunitiestoparticipateactivelyin
curriculumdevelopmentatthefirstfour
levels.
Somecurriculumworkersareaskedbythe
statetoserveoncurriculumprojects.

DecisionsCurriculum
(Planning)p.45
1.Courserequirements(ietechnology
credit)
2.Interdisciplinary
3.Bringingdiversityintotheclassroom
4.Charactereducation/sexeducation
5.Criticalthinking
6.Bilingualeducation

 Reading
Gifted/Talented

FiveLevelsofCurriculum
1stlevel:Classroom

Goals/objectives
Selectsubjectmatter
Selectmaterials
Identifyresources

 2ndLevel:Team(Grade/Dept.)
Cooperativeplanning
DetermineContent
Sequencingofsubjectmatter

 3rdLevel:SchoolLevel

Curriculumdeficiencies
Planningforaccreditation
Choosingtextbooks
Library/Learningcenters
Compliancewiththestate&federalmandates
Reducingabsenteeism

 4thLevel:SchoolDistrictLevel

Addingnewprogram/deletingprograms
Reviewingachievements
Writing/Reviewinggrants
Evaluatingandarticulatingprograms

 5thLevel:StateLevel
Responsibilityofcurriculum
Providesleadershiptoschools
Interprets,enforcesandmonitorlegislated
regulations
Disbursesmonies
Accreditsandmonitors
Standardsforgraduation

 Participationontheregional,nationaland
internationallevelsectorsisusuallyavoluntary
activity

Chapter4
CurriculumPlanning:TheHuman
Dimension

 Therearevariousrolesplayedbypersons
andgroupsinvolvedincurriculum
developmentatanindividualschool.
Principalsthatperceivethemselvesas
instructionalleaderstakeanactivepartin
curriculumdevelopment.Othersmay
delegatetheresponsibilityofcurriculum
development.

 Students,parents,andothercommunity
personsmayparticipateincurriculum
improvementbyprovidingdataabouttheir
ownlearning,servingoncommittees,
answeringsurveys,andservingasresource
persons.
Teachersandspecialistsharethegreatest
responsibilityforcurriculumdevelopment

PartofCurriculum

Principal
Curriculumleader
Teacher
Students
Parents/citizens

TheCurriculumCoordinator
Must:
Possessagoodgeneraleducation
Haveagoodknowledgeofbothgeneraland
specificcurricula
Beknowledgeableaboutresourcesfor
curriculumdevelopment
Beskilledinresearchandknowledgeable
aboutlocatingpertinentresearchstudies

 Beknowledgeableabouttheneedsof
learners,thecommunity,andthesociety
Beabitofaphilosopher,sociologist,and
psychologist
Knowandappreciatetheindividual
characteristicsofparticipatingcolleagues

Chapter5
ModelsforCurriculumDevelopment

 Therearevariousmodelsofcurriculum
development.
Fourmodelsarepresented
Modelscanbeintheformsoflists,diagrams,
linear,deductive,inductive,prescriptive,and
descriptive
Curriculumdevelopersshouldbecome
familiarwiththevariousmodelsand

 Developonethatisunderstandableandsuitable
fortheschooltheyareworkingwith.

CurriculumModels
Allmeetthecriteriaforcurriculummodel;
onecannotbeconsideredbetterthanthe
others
Deductivestartingwithgeneralization
andleadingtoactualdevelopment
Inductiveisstartingwithactual
developmentandleadingtogeneralization

 Linearproposeacertainorderor
sequenceofprogressionthroughthevarious
steps
Nonlinearpermitplannerstoenterat
variouspoints,skipcomponents,reversethe
order,workontwomorecomponentsatthe
sametime

 Prescriptivewhatoughttobedone
Descriptiveplatform,deliberationand
design