هذه المحاضرة خاصة بطلاب الماجستير تمريض غدا الخميس 6-12-2012

1. DESIGNING cURRICULUM

2. ?The Steps of Curriculum Development •
FOUR STEPS TO CURRICULUM: "The Tyler •
Rationale"
1.
What educational purposes should the school see
2.
What educational experiences can be provided tha
3. How can they be organized?
4. How can we determine whether
? these purposes are being attained

3. How to write objectives
Objectives can be indicated as •
generalized patterns (To Develop
Appreciation, To develop broad
interests.) These are more goals than
objectives. It is necessary to specify
the content to which this
. behavior applies

4. What educational experiences can be. 2
provided that are likely to attain these
?purposes
Criteria for selecting experiences; are •
: they •
valid in light of the ways in which knowledge- •
and skills will be applied in out-of-school
? experiences
feasible in terms of time, staff expertise,- •
facilities available within and outside of the
? school, community expectations
optimal in terms of students' learning the- •
?content

5. capable of allowing students to develop their •
? thinking skills and rational powers
capable of stimulating in students greater •
understanding of their own existence as
? individuals and as members of groups
capable of fostering in students an openness •
to new experiences and a tolerance for
?diversity

6. such that they will facilitate learning and •
? motivate students to continue learning
capable of allowing students to address their •
? needs
such that students can broaden their •
? interests
such that they will foster the total •
development of students in cognitive,
affective, psycholmotor, social, and spiritual
?domains

7. How can the educational. 3
?experiences be organized
Education experiences must be organized to •
. reinforce each other
Vertical vs. horizontal organization •
Continuity - refers to the vertical reiteration of major •
curricular elements.
Reading social studies materials continued up
through higher grades
Sequence - refers to experiences built upon •
preceding curricular elements but in more breadth
and detail. Sequence emphasizes higher levels of
. treatment
Integration - unified view of things. Solving •
problems in arithmetic as well as in other
. disciplines

8. How can we determine whether these . •
?purposes are being attained
This question concerns evaluation, •
which we will discuss in the
Assessment of Educational Sites
.module

9. Taba also wanted TEACHERS to be –
primary curriculum developers
Hunkins adds initial step of –
"conceptualization and legitimation,
involving deliberation of the nature of
curriculum and its value
Hunkins also adds "feedback loops" –
among various steps, showing that
curriculum development is an iterative
process

10. Outcome-Based Education (OBE) means" •
organizing for results: basing what we do
instructionally on the outcomes we want to
achieve.... Outcome-based practitioners start by
determining the knowledge, competencies, and
qualities they want students to be able to
demonstrate when they finish school and face the
challenges and opportunities of the adult world....
OBE, therefore, is not a "program" but a way of
designing, delivering, and documenting instruction
in terms of its intended goals and outcomes."
)(Source

11. Participants in curriculum development process •
Possible participants •
teachers –
students –
principals –
curriculum specialists –
associate superintendent –
superintendent –
boards of education –
lay citizens –
federal government –
state agencies –
regional organizations –
educational publishers –
testing organizations –
professional organizations –
other groups –

12. Types of curriculum designs
Subject-centered •
Many learning activities in schools emphasize •
subject-matter or academic disciplines. Either a
particular subject-area, the broader themes of a
discipline, interdisciplinary concepts or themes, the
correlations among two or more subject areas, or
particular processes can serve as this organizing
center. In each case, the characteristics of the
subject-matter, and the procedures, conceptual
structures or relationships which are found within or
among the subject-matter, dictate the kinds of
. activities that will be selected

13. Learner-centered •
Dewey’s emphasis on native impulses •
of the child (socialize, construct,
inquire, create)
Negotiated curriculum
Interest-centered curriculum
Freierian dialogic education
Hunkins: disrupt the status quo of
students’ understanding

14. Humanistic •
Can emphasize development of fully-functioning •
students, through focus on subjective, feeling,
perceiving, becoming, valuing, growing (Maslow);
curriculum encourages the tapping of personal
resources of self-understanding, self-concept,
personal responsibility (Carl Rogers)
Confluent education: strive to blend subjective and
intuitive with the objective
Curriculum should provide students with
alternatives from which they can choose what to
feel

15. Problem-centered •
Planned prior to arrival of students, but willing to •
adjust to fit needs of students
Problem can be interdisciplinary
Life situations
core designs
social problem/reconstructionist designs
Social problems, social reconstructionism;
educators potentially affect social change through
curriculum development
Engages learner in analyzing severe problems facing
mankind
Furthering the good of society