CURRICULUM (1).ppsx
Transcript of 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