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steps in curriculum organization

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by

Kristhel Bueno

on 12 January 2015

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Transcript of steps in curriculum organization

S
T
E
P
S
IN CURRICULUM
ORGANIZATION

Tyler’s Questions of
Curriculum Development
What educational purposes should
the school seek to attain?


What educational experiences can be
provided that are likely to attain these purposes?


How can these educational experiences
be effectively organized?


How can we determine whether
these purposes are being attained?


In answering Tyler’s questions,
we arrive the following
basic steps of curriculum development:
Selection of aims,
goals and objectives


Factors in Selecting Aims
Analysis of our culture

The present status of the learner

The state of our knowledge of the
subject matter or content

Relevance to school’s philosophy of education

Consistency with our theory of learning

Selection of learning experiences
and content


Selection of Content &
Learning Experiences
Organization of content and
learning experiences


Content


learning experience
Factors in Selecting
Learning Experiences
Validity

Relevance
to life

Variety

Suitability

Selection of
learning experiences
Cumulation

Multiple
Learning

Factors in Selecting Content
Validity

Significance

Utility

Interest

Learnability

Evaluation of the extent to which
the objectives have been achieved.


Some curriculum experts like Tyler say that
the steps are followed in a sequence or a straight line.
This model that assumes that curriculum decision
making follows a straight line is called linear model

Other scholars argue that curriculum decision making is not a
simple linear process that necessarily starts with aims.
One of them is Wheeler (1978) who believes that curriculum
decision making can start from any point and can come
back to any of the points e.g. like a cycle

Kerr (1968) also believes that curriculum
process is a very comlex set of activities and
decisions and they interact a lot.
Changes made in content may necessitate
changes in experiences, which may again bring
about changes in evaluation etc.

Selection of aims, goals and objectives


Selection of learning experiences and content


Organization of content and
learning experiences; and


Evaluation of the extent to which
the objectives have been achieved.

Full transcript