NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT

NON-SCIENTIFIC MODELS OF CURRICULUM DEVELOPMENT

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  PAPER-VIII CURRICULUM DEVELOPMENT TOPIC-NON-SCIENTIFIC MODELSOF CURRICULUM DEVELOPMENT ASSIGNMENT BY SANA FATIMA M.ED(SEM-II)2018-20 GHULAM AHMED COLLEGE OF EDUCATION, BANJARA HILLS,HYD. OSMANIA UNIVERSITY
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  NON-SCIENTIFIC MODELS OFCURRICULUM DEVELOPMENT GLATTHORN’S MODEL  Models are a set of beliefs about curriculum and curriculum work including underlying assumptions.  A Curriculum Development model is a perfect example or copyto be followed in developing the curriculum. Other terms used to describe models are, approach, image, orientation, perspective or position.  Models are designed to provide a basis for decisions regarding selection, structuring and sequencing of the educational experiences.  The most common models followed are: 1) Technical-Scientific Approach 2) Non-Technical/Non- Scientific Approach NON-SCIENTIFIC MODELS: 1. Are Flexible and less structured without predetermined objectives to guide the teaching-learning process. It considers that the curriculum evolves rather than being planned precisely. 2. Based on the progressive philosophy where the needs and interests of individual learners and the needs of the society are the main concerns 3. Give recognition to the importance of music, arts, literature, health education & humanities. 4. The approaches in this category are humanistic and reconceptualist as this category prefers child centered and problem centered designs  One of the most Recognized Nontechnical/Nonscientific Models is the Allan Glatthorn’s model : Naturalistic Model GLATTHORN’S MODEL: NATURALISTIC MODEL: Some models of curriculum development appear to take a middle ground- being systematic in planning, but still recognizing the “messy” involvement of people. One such model is Allan Glatthorn’s Naturalistic model. He argues that the technological model is limited by its insensitivity to the politics of curriculum making and that curriculum cannot be generated in such a neat, systematic, end-oriented manner. Glatthorn Modelcontains the following eight steps: 1. Assess the alternatives:
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  Persons involved inplanning should commerce the process bysystematically examining alternatives to the current curriculum. Those employing the technological approachmight also begin at this stage, but such person’s seem to advance too hastily to developing the course, not spending time reflecting on and critiquing current practice. While not taking the posture of a critical theorist, he encourages serious reflection on what the schoolis offering and advocates that people contemplate alternatives. 2. Stake out the territory: Here individuals define the course parameters, the learning audience, and learning activities. At the conclusion of this stage, we have in place a tentative course prospectusthat addresses for whom the courseis designed, whether it will be elective or required, its basic information and knowledge, and how it relates to existing courses in the school. 3. Developa constituency: This step attends to the humanness of curriculum development and to its innately political character. Thus, before proceeding too far along the development process, those charged with program creation should realize their own personal convictions and biases, likewise, developers should realize that there will be those in the system who opposethe new program becauseof their personal and professional beliefs. Thus, to advance the coursedevelopment, participating parties must convince others to join forces. They must communicate with various groups and convince them of the soundness ofthe program being created. 4, Build the knowledge base: Once the curriculum development team has sufficient supportamong colleagues, it is necessary to create a knowledge base required for program creation. This knowledge base is about content or subject matter, but it also relates to gathering data on the students on faculty skill and receptivity to the suggested program, community willingness to supportthe innovation and what research information might lend credence to the new program. 5. Block, in the Unit: At this step, developers determine the nature and number of the units or parts, attending to the general objectives for the unit as well as how unit topics might be sequenced. Attention is given again to the question of what students are to learn from engaging with these units. In contrast to the technological approach, rather than one particular sequence defined for all students to follow, there are several avenues, all sensitive to students’ interests, learning styles, and other differences.
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  6. Plan qualitylearning experiences: After blocking in the Units, developers engage in designing particular sets of learning experiences that will address the general objectives. This stress on learning experiences, rather than on subject matter, distinguishes this approachand qualifies it as nontechnical. We admit the reader may have some difficulty in accepting that this student-centered focus is sufficient to classify this as truly a nontechnical process.But the planning of learning experiences suggests that there is no clear-cut technical delineation of what will transpire in the curriculum unit. The developers are creating possible options that will address numerous curriculum objectives and that will trigger numerous divergent outcomes. 7. Developthe course examination: In this naturalistic process, there is more emphasis on divergent means of assessment. Tests (and grades) do not drive the curriculum. Both teacher and student participate in determining the means of documenting whether learning has occurred and the quality of such learning. Student portfolios, biographies, and other alternative forms of assessmentare acceptable procedures, as opposed to only standardized forms. 8. Developing the learning scenarios: The final step of the process is creating learning scenarios rather than the standard curriculum guide. These scenarios denote a detailed statement of the unit objectives, a suggested number of lessons, and a recommended list of learning experiences, with suggestions as to how to personalize them in the classroom. The scenarios also contain reprints of materials necessary to supportthe learning experiences. ‘ REFERENCES: Curriculum Models (2019) retrieved from https://www.slideshare.net/KtMosinyi/curriculum-models-48661135 Curriculum Development retrieved from www.scbraves.org/Curriculum%20Approaches.pptx Ornstein, A., & Hunkins, F. (2009) Curriculum Design. In Curriculum: Foundations, Principles and Issues (5th Ed.), Boston, MA: Pearson publications.