Curriculum leadership chapter 8 powerpoint

Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition
© 2012 SAGE Publications
Chapter 8
Processes for Developing New Courses
and Units

 Technological Process – any curriculum
development model that emphasizes the
importance of defining terminal learning objectives
early in the process and then identifies the steps
needed to accomplish those objectives.
Divergent Processes for Developing
New Courses

 Naturalistic Process - The naturalistic process
attempts to embody the characteristics of
sensitivity to political aspects, emphasis on the
quality of learning activities, reflecting the way it
has been developed, and cognizance of how
teachers plan for instruction.
Divergent Processes for Developing
New Courses

 Linear and unidirectional process steps
 Tends to be a orderly, systematic, ends-
oriented model
 Bottom up approach
 Moves fro specific to general
Technological Process

Step 1: Determine the course parameters:
rationale, guiding principles statement,
goals, and time schedule for the new
course
Step 2: Assess learners’ needs with a needs
assessment to evaluate present state of
learners.
Step 3: Identify course objectives based on
students’ needs plus common core or state
standards.
Technological Process of Curriculum
Planning

Step 4: Sequence and cluster course objectives
Step 5: Identify one or more learning activity for
each objective stated so learners master
the objectives.
Step 6: Select instructional materials to help
accomplish the objectives and support the
learning.
Technological Process of
Curriculum Planning

Step 7: Identify assessment methods (readiness,
diagnostic, formative, and/or summative)
Step 8: Design a curriculum guide that include:
 Rationale
 Objectives in desired sequence
 Recommended learning activities
 List of instruction materials
 Copies of tests
Technological Process of
Curriculum Planning

 Curriculum planning should drive technology, not
the reverse
Curriculum Planning

1. Sensitivity to political aspects of the curriculum
2. Emphasis on the quality of learning activities
3. Accurate reflection of how curricula have actually
been developed
4. Awareness of how teachers really plan for
instruction
Naturalistic Process – 4 Characteristics

Step 1: Assess the Alternatives – examination of the
alternatives to a new course.
Step 2: Stake out the territory – consider the
schedule and coverage of the course
Step 3: Develop a constituency – build support
Step 4: Build the Knowledge base
Naturalistic Process of Curriculum
Planning

Step 5: Block in the unit – determine the number
and focus of each unit of study in the
course
Step 6: Plan quality learning experiences
Step 7: Develop course examinations
Step 8: Develop the learning scenarios
Naturalistic Process of Curriculum
Planning

 The naturalistic model is looser, more flexible,
and less rational.
 It is more responsive to the political realities and
tens to be top-down, moving from the larger to
the smaller.
 It should result in curriculum that is easier to
implement and works well with teachers’ planning
styles.
Naturalistic Model Summarized

 Inverse design process can be used to
determine what needs to be taught versus
what is taught. There are three steps:
Inverse Design Process

1. Identify and develop the essential questions
2. Specify how learning will be assessed
3. Plan learning experiences and instruction
Inverse Design Process

1. Answer the what and why of putting materials
on-line
2. Learn how to put materials on-line
3. Determine where you will publish course
materials
4. Distribute your web address
Technology and New Course
Development

An acceptable use policy will assist in the
protection of both the students and the
teachers when integrating technology into
curriculum.
Acceptable Use Policy

Curriculum leadership chapter 8 powerpoint

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