CURRICULUM DEVELOPMENT (ESEB2054)
WEEK 7

CURRICULUM APPROACHES, BEHAVIORAL, MANAGERIAL, SYSTEM, ACADEMIC AND HUMANISTIC APPROACH.

Technical-scientific approaches

Behavioral-rational approach : it is the oldest and still more preferred approach by many educators. It clearly defines the objectives (why), content (what), method (how), sequence (when), and scope (how much) of a curriculum by the Taba and Tyler Models, 1969.

Systems-managerial approach : This approach considers the major interconnectedness of inputs, throughputs and outputs that comprise the educational system.

Intellectual : academic approach : It identifies three fundamental factors- the learner, the society and the organized subject matter.

CURRICULUM DEVELOPMENT (ESEB2054)
WEEK 6



Domains of curriculum•No specific domain•The lack of consensus of the curriculum domains is illustrated by the experts themselves.•viewed curriculum in terms of•ideological (philosophical–scientific),•technical (design), and•operational (managerial) issues9 curriculum domain : curriculum philosophy, research, theory, history, development, design, evaluation, policy and as a field of study.

Types of curriculum

1.Recommended curriculum delineated by scholars and professional organizations;


2.Written curriculum that appears in state and school district documents;


3.Taught curriculum that teachers attempt to implement;


4.Supported curriculum that helps implement or deliver the curriculum resources such textbooks and computers;


5.Assessed curriculum that is tested and evaluated;


6.Learned curriculum, what the students actually learn; and

7.Hidden curriculum, unintended curriculum


Basis of national curriculum

Promoting world-class curriculum and assessment :- a solid foundation in skills and knowledge on which further learning and adult life can be built.- deep knowledge and skills that will enable advances learning and an ability to create new ideas and translate them into practical applications.- general capabilities that underpin flexible and critical thinking, a capacity to work with others and an ability to move across subject disciplines to develop new expertise.


5 Principle of Curriculum Development

Principle 1 : The essence of curriculum design the need for a conceptual framework.

Principle 2 : conceptualizing attitudes and beliefs about learning

Principle 3 : An epistemological rationale

Principle 4 : The curriculum development

Principle 5 : The political realities of curriculum development

CURRICULUM DEVELOPMENT (ESEB 2054)
WEEK 5
SOCIAL FOUNDATIONS OF CURRICULUM

Difference between schooling and education...

Social and development theories

- A number of theories focus on global aspects of human 

growth and development. This is because they emphasize 

the study of behavior as a totality, starting with infancy, they 

combine Gestalt psychology with socialization.

6 periods in human development :

 (1)infancy and early child- hood,

(2)middle childhood,

(3)adolescence,

(4)early adulthood,

(5)middle age, and

(6)late maturity. 

The culture of the school is conformity in class and copying 

and caring. The culture of the classroom is peer group, peer 

culture and the school and peer and racial group.

Curriculum Development (ESEB2054)
week 4

Psychology - curriculum

•Basis of understanding – John Dewey

•a “screen” – Ralp Tyler

•Modes of thinking – Jerome Bruner

•

•“Unifying elements of the learning process.  It forms the 

   basis for the methods, materials, and activity of learning… 
   
   serves… for many curriculum decision (p. 100)”

Major theorist of learning

•Behaviorism – stimulus and reinforces

•Cognitivism – mental operation

•Humanistic psychology – whole child (social, psychology, 

 and cognitive development)