NONTECHNICAL- NONSCIENTIFIC

APPROACH

• Learning is holistic; it cannot be broken into discrete parts or steps.

• Instead of developing curricula prior to students’ arrival in school, teachers are students’ colearners.

• Teachers and students engage in an educational conversation about topics of mutual interest and concern.

• In many nontechnical models, the curriculum evolves from teacher-pupil interaction.

• Nontechnical-nonscientific curriculum developers are likely to favor-child centered.

• Non technical curriculum developers stress the subjective, personal, aesthetic, heuristic, and transactional.

• They stress the learner rather than the learner’s output, emphasizing activity-oriented approaches to teaching and learning.

• Students are always evolving and they are the active participants in the learning process.

• Those favoring a non-technical-non scientific approach note that not all educational goals can be known.

• The curriculum should evolve rather than precisely planned.

• Nontechnical curriculum developers also asserts that much of what a curriculum accomplishes is immeasurable (e.g not fully reflected by test-scores).

• Non technical curriculum developers prioritize learners over subject matter.

• Tentatively selected subject matter has importance only to the degree that students find it meaningful.

• It should provide opportunities for reflection and critique and should engage students in the creation of meaning.

ENACTING CURRICULUM

DEVELOPMENT

Establishing Curriculum Development

• Most curricular team members are teachers.• Teachers implement the curriculum and can

draw on their own classroom experiences when developing curricula.

• They are likely to be familiar with effective subject content and instructional strategies.

• Sometimes, school hire outside curriculum experts to be members of the development team.

• These individuals can provide background information on development procedures, share details about curriculum design, and illuminate the complexities of instruction design.

Generating Aims, Goals, and Objectives.

• A school’s curricular aims and goals come from local citizens, state organizations, national groups, or the federal gevornment.

• Generating Aims:– Ronald Doll notes that educational aims should

address the intellectual (or cognitive), the social personal (or affective) and the productive.

• Four other types of aims:– Physical, dealing with the development and

maintenance the strong , healthy bodies.– Aesthetics, dealing with values and appreciation

of the arts.– Moral – dealing with values and appropriate

conduct.– Spiritual, dealing with transcendence (describes an

experience, event, object or idea that is extremely special and unusual

and cannot be understood in ordinary ways) of self.

• Generating goals.– A standard is a goal as to what should be

accomplished and also a measure of progress in attaining the goal.

– A goal does indicate what could or should be learned , but it is much more general that a standard.

– Standards as Ravitch stated that are more akin to educational objectives that define in quite specific terms what students are to learn and what behaviour they are demonstrates.

• Generating objectives:– Aims and goals are long term whereas objectives

are short terms.– Guidelines:• When creating objectives, educators should consider

how well they match the stated goals and aims.• Objectives must also be worth and be nontrivial.