curriculum (1).ppsx

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CURRICULUMFoundations, Principals,

and Issues

FIFTH EDITION

ALLAN C. ORNSTEINFRANCES P

CHAPTER1

By

CelindaTrotter


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Table of Content

1. Curriculum

Approaches2. Denition of

Curriculum

!. "oundations ofCurriculum

#. Curriculum

Domains$. Theory and

Practice


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(ana)erial

The Managerial

Approach is inclinedto center itsorgni!ed theor" onselecting# co$$%nicting nd

s%&er'ising &eo&le in'ol'ed. Th&&roch &lns its c%rric%l%$ inter$s o( &rogr$s# sched%les#s&ce# reso%rces# e)%i&$ent n

&ersonnel. It tendsto $inl" (oc%s ond$inistrtion nd$&le$enttion rther

Beha*ioral

The Behavioral

Approach is *sed o &ln tht s&eci,esste& *" ste& golsnd o*+ecti'es *" %sing logicl

$odels nd strtegies to(or$%lte the c%rric%l%$. It is rigid ttit%de tht relies ontechnicl nd scienti,c &rinci&le

s%ch s $odels# nd ste& *" stestrtegies. It is theoldest nd still the$ost do$innt

+ystems

The Systems

Approach stressesthe i$&ortnce o(engineering &eo&lend &olicies into %nits nd

s%*%nits. The c%rric%l%$ isstr%ct%red -ith digr$s# o-chrts# nd co$$ittees thtde'elo& the concerns o( the

entire school rther thn thto( de&rt$ent or s%*+ect.t is lso re(erred to stotl )%lit" $nge$ent

Reconceptual

stReconceptualist

Approach is $ore

concerned -ithchnge nd re(or$.It

stretches its c%rric%l%$ to incl%deologicl iss%es -hilen'estigting nd in%encingsocil# econo$ic# nd &oliticlss%es. Theor" is $ore i$&ort

tht &rcticl &&lictions.School is considered ne2tension o( societ" ndsho%ld *e c&*le o(

3

Humanistic

The Humanistic

Approach considersll &rior &&rochesso ine2i*letht the" $iss the &ersonl nd

socil s&ect o( the h%$n needto de'elo& their nt%rl c%riosit"nd creti'e &ro*le$ sol'ing. It(oc%ses its c%rric%l%$ on li(e

e2&eriences# gro%&g$es# ,eld tri&s# ndnterest centers. Coo&er4ti'e lerning is stressed

Academic

TheAcademic

Approach tte$&tsto e2$ine nd&rod%ce chie(&ositions#

trends# nd conce&ts on historicl nd &hiloso&hicl le'erther thn -ith socil or&rcticl resoning. It isso$eti$es o'er-hel$ing (or th

erner tht doesn3t h'e strode)%te*c5gro%nd o( 5no-ledge#*%t it is $ore s%*+ect

Curriculu

mApproac

es6eh'iorl

MngerilS"ste$s

Acde$icH%$nisticReconce&t%list


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6c5gro%ndIss%es

So $n" iss%es# so $n"'ri*les# so $n" )%estions7

8hois )%estioning9 whatis$ore i$&ortnt9 -hen sho%ld it*e t%ght9 -here is it *eing

t%ght9 -h" sho%ld it *eorgni!ed in certin -"s9 ho-i$&ortnt is the s%*+ect$tter: ;eorge A. 6e%ch$&


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"oundatio

ns ofCurriculu

m

ACT,-,

1. Philosophy2. Historical!. Psycholo)ical#. +ocial@. C%lt%rl. Politicl. Econo$icl


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Curriculum

De'elo&$ent Design

Do$ins

Plnned nd Un&lnne

0eor)e A. Beauchampsid# < Peo&le cnnot

intelligentl" disc%ss ndco$$%nicte -ith others*o%t c%rric%l%$ -itho%t ,rst$5ing 'er" cler -ht their

inter&rettion o( c%rric%l%$is.> He di'ided c%rric%l%$5no-ledge into &lnning#i$&le$enttion# nde'l%tion.

?.Philoso&h"G.Theor"B.Reserch.Histor"@.De'elo&$ent.Design.E'l%tion

.Polic".Field o( st%d"

inda Behar/re'ised *" U.S. C%rric%l%$

Pro(essors1

?.Reco$$endedG.8rittenB.T%ght

.S%&&[email protected]

Allan 0latthorn/descri&tion o( se'en t"&es o(

c%rric%l%$1

De*elopment

TheDevelopmento( c%rric%l%$ isconsidered the$ost essentil. It is

%s%ll" l-"s&ro'ided

n ste& *" ste& o%tline# $odel#

or &ln nd *sed on *eh'iorlnd $ngeril &&roches.Mn" ti$es these g%idelinesgnore ttit%des# e$otions#

eelings# nd

(ith. O&en s"ste$s

de'elo& thro%ghchnge -hile closeds"ste$s tend to *erigid nd incti'e.

Desi)n

The Designo(

c%rric%l%$ is lsoe2tre$el"$&ortnt. There isno set g%idelines

ht hel&

crete the design. Since it is

*sed on the 'l%es nd *elie(s ed%ction# it is %s%ll" sh&ed *he c%rric%l%$ &&roch t5en.

Most re dri'en $" content#

es&ecill" i( it

is creted *"

coordintor tht*egn s techer. Ire'els -htc%rric%l%$ -ill *e

once its de'elo&ed.

therDomains

Other Domainsncl%de o%tloo5sro$ 'rio%s

scholrs -ith %ni)%e

*c5gro%nddeter$ined

sit%tions. Jl%es# (ith dri'en

$orls# nd 'irt%o%s &rogr$s clter the 'ie-s o( do$in contenNo $tter the o&inion# $ost ll-o%ld co$&l" to e'er" te2tincl%ding

de'elo&$ent nddesigns si$ilr to6ehr3s list# since itssessed G "ers o

ed%ction.

Planned and3nplanned

Planned /(or$l1nd nplannedin(or$l1

c%rric%l%$ coincide

n

e'er" school -hether recogni!ed

or not. Plannedre(ers to contene2&ecttions o( lerning#o*+ecti'es# nd lesson &lns9-hile unplanneds%ggests socil

s&ects o(

societ"# &eer

interction# *eh'iond &ersonlsit%tions. Prod%cer's. Thin5er9 I$&licit

's. N%ll.


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Theoryand

Theor" TO Prctice Certi,ction

Aristotle's influential

categorization of knowledge.

(cts ndides tht the&erson lred"&ossesses

e2ercising o( c%lti'tion o(-isdo$ nd5no-ledge

ction is not si$&l"in(or$ed# it is lsoco$$itted

Theor" to Prctice

!heorydescri*es nd e2&lins

e2isting conce&ts# &rinci&les#nd reltionshi&s. Practiceisdeter$ined *" -ht is &&lied#s%ch s &roced%res# $ethods#nd s5ills. The &rocess is sho--ith *sic ste&s /&gG1.?.Red litert%reG.Identi(" ter$s

B.Chec5 e2istingtheories

.A'oid ([email protected] theor"

&rctice.Test theor".Inter&ret theor".Modi(" theor" *"

Certi,ction

"erti#cation $endorsement, licens

issued %y the state or school distric(or c%rric%l%$ +o*s re not scler4c%t s the" re -ith other&ro(essionl ,elds. O(ten o%r

c%rric%l%$ leders lc5certi,ction# le'ing schoolse2&osed to %ntrined gro%&s

-hich c%ses d%ties to *e 'g%

nd inconsistent.

Non4e2&ert &olic"$5ers rei$&le$entingstndrds nd

&&ro'ing &rogr$sccording to theirgols# content# nds%*+ect. This iss%e


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Roles of

theCurriculu

Princi&l

C%rric%l%$ CoordintorTecher

Prent

St%dent


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Princi&l

C%rric%l%$ Coordintor

MS ELA Science Techer

MS Mth Prent

St%dent


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References

?.Ornstein# Alln C.# H%n5ins# FrncP. /G1. "urriculum, Foundations,Principles, and Issues /@thed.1. USA

Person Ed%ction# Inc.G.6e%ch$ ;eorge A.# /?1.F%nd$entl C%rric%l%$ Decisions/Ch&ter 1. Retrie'ed---.ditreding.,les.-ord&ress.co$c%rric%l%$4design.&d(

B.S$ith# M. K. /?# G1 C%rric%l%theor" nd &rctice the encyclopeo' in'ormal education,

---.in(ed.org*i*lio*4c%rric.ht$..Trotter# Celind /Prod%cer1. /G?#

A%g%st B?1. Sts( Peter ) Paul "athoSchool( Jideo inter'ie-s incl%de

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