RBBA Ch 9 Spring 04

7/28/2019 RBBA Ch 9 Spring 04

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Organizing andImplementing the

Curriculum


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Oliva, Peter F.

Developing the Curriculum

Chapter 9

Presentation by: Jack Baker, Alisa Barnett,

Marty Gilchrist, Bruce Hunt, Beth Jones


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Organizing and Implementing the Curriculum

Chapter Overview & Objectives

Curriculum Past, Present, & Future

Strengths & Weakness of VariousPlans

Psychological & Sociological Impact of

the various plans Curriculum Goals - pick, choose, &

defend


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Whats In It For Me?What to take from this chapter as an

educational leader:1. Curriculum is a means to an end -

start with the end in mind

2. What has been will be again,

what has been done will be doneagain, there is nothing new under thesun - Solomon

3. Know where you have been, whereyou are, and where you are going


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Two Main Considerations ForDeveloping Curriculum:

The Path to Development: How did we get where we

are? Where exactly are we? Where are we going?

Assessing the Organization:

Are you starting from scratch?(a curriculum planning book assumption) - unlikelyCan you toss everything that currently exists?(another curriculum planning book assumption) - also unlikely


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The Graded School

Based on the practice of grouping children together by

chronological age Some variation of the 12 year plan was normal in most

school districts

Characteristics included self- contained classrooms

with 25 students and 1 teacher, individual subjectstaught at specific times and measurement based

graded intervals and not growth periods


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The Activity Curriculum

Attempt move from the graded school by

catering to the learners needs Curriculum was based on human impulse,

activity and subject matter from the childsworld

Students were grouped according to interestlevel

Teachers served as a guides, not experts


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Non Graded Elementary School

Another attempt to depart from the graded

school curriculum Abandoned grade level designations by

allowing students to progress through school as

he or she in ready

Students are grouped according to ability andnot age. A student never fails. Reading is key

component


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Open Education and Open Space

Refers to a style of education and to a method

of laying out schools Teacher is viewed as a facilitator/ Team

teaching is common

Schools were built to accommodate this style of

large group learning by not having walls

Student oriented curriculum


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Characteristics

Institution in search of an identity Is it an upward projection of the elementary

school or a downward projection of the high

school

Most junior highs found themselves being

more similar to the high school in regards to

curriculum


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Conants Recommendations

(Subject Centered)

Required subjects including English, social studies,math and science

Small percentage of students would start Algebra andforeign language

Basic skills from elementary school should be carriedover

Ensure smooth transition from elementary school tohigh school

Coordination and flexibility in scheduling


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ASCD (Student Centered)

Specific junior high programs

Ungraded programs

Variations in class periods


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Core Curriculum

Extended block of time in daily schedulein which students are involved in activitiesthat a directly related to them

Unification of Subject matter

Content cuts across all subject matter

Problem style of learning

Team Teaching


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Subject Matter Curriculum

Predominant historical and prevalentform of curriculum organization in theworld

Emphasis on academics and basic

skills Used to greatest extent in high school

and college


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Subject Matter Curriculum

Number of subjects: from 7 in ancient Greece

to over 300 in U.S. by the 1930sEnd of 19th century: NEA sought equaltreatment for all subjects

1906: Carnegie Unit created to qualify,

classes had to meet 5 days per week, 40minute minimum (120 class hours per year),16 units for graduation


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Aspects of Subject MatterCurriculum

Premise: adult knowledge (heritage)

transmitted to immature learners

Assign-study-recite-test

Operates primarily in cognitive domain, some

in psychomotor

Students easily assessed

Differences in students addressed by the

available electives


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Broad-Fields Curriculum

Attempt in early 20th

century tointegrate and unify parts of subjects

Example: English, Composition,etc. became Language Arts;History, Geography, etc became

Social Studies


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Team Teaching Cooperative planning, instruction,

evaluation

Flexible student grouping and daily

schedules

Promotes creative use of media and space

Utilizes instructional assistants

Recognizes individual teacher talents


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Team Teaching

Trump Plan

Large group instruction 40%

Small group instruction 20%

Independent study 40%


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Nongraded High School

Extreme flexibility

Grade levels not fixed

Has not reach intended goal ofdevelopers


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How We Got Here:Back to Basics and otherResearch-based Reforms

Curriculum Present

Effective Schools Correlates

Time on Task & Direct Instruction

Emphasis (over-emphasis?) on Testing

Alignment of the curriculum (local & state)Traditional vs. Non-Traditional Evaluation


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Worth Noting:The Cardinal Principles of Secondary

Education - NEA 1918Educational Policies Commission:1938: Four-fold purpose of Education1944: Ten Imperatives of Youth

1961: The central purpose ofAmerican education is to develop theability to think


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Counter Point:Richard Mitchell author of The Graves

of AcademeDeclared the seven cardinal principlesof 1918 the seven deadly principlesAgreed with H.L. Mencken that making

dramatic improvement in schools wouldbe easy - just hang all the professorsand burn down the schools.


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Unaddressed in curriculum past: LD, ED,EMH, EMR, ESL, at-risk, gifted, etcDramatic drop in funding for regulared between 1967 and 1996My $.02 - ALL students are special ed,(particularly the middle schoolers)

The Special Ones


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Relatively new - 40 years at most, some

junior high schools still in operation, butdwindlingMeets the needs of an in-between bunchof kidsCurriculum may be focused on needs andgrowth of students from many angles -non graded academics and core

The Middle School


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Welcome to Shopping Mall High- a uniquely American approach of how to beeverything to all studentsConants three objectives:1. Good general ed for all future citizens

2. Good elective programs for non-collegebound3. Good preparation for the college bound

The Comprehensive High School


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Criticisms - they are alwaysthere

Too much/not enoughacademics, affective

domain, cognitive domain,structure, responsibilities,career education, college

prep, etc...


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Reform!

The Seven Cardinal Principles are too inclusive

and are inflated statements of purpose Anti-intellectual?-MitchellSchools have taken on burdens they haveneither the resources or talent to overcome

Schools can not be responsible for all aspects oflife and cannot reform all of societys ills


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School ReformMovement towards accountability

Between 1983 (A Nation at Risk) and 1993

business involvement in schools grew, newprograms were developed and the public became

very interested in education

Regardless of how much reform is discussed.no

single model of education is likely to be establishedin all schools in the U.S.

Page 312-313.. Examine suggestions for high

school


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School Reform

Graduation requirements haveincreased and receiving a diploma has

become a sign of achievement

Reform Reform Reform


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Alternative SchoolsWhat is an alternative school?

An alternative school is any school which providesalternative learning experiences and is available by

choice to every family at no extra cost

Some alternative schools are not necessarily by

choice. Those being one which are required due to

behavior issues (Roland E. Cook in Roanoke)


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Types of Alternative Schools

Schools to address behavioral

concerns

Community based schools

Residential public schools (School of

Math and Science, Durham, NorthCarolina)


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Magnet Schools

Math and Science

Governors School

School for Performing Arts in New York(FAME)

Brooklyn Tech

Health Professionals High School (Dallas)

School to feature the tourism industry(Orlando)

Sports Management (Florida)


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Growth in the number of

alternative schools opening

around the country is an clear

example of..CHANGE.

(School and Community)


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Requirements for Graduation

Graduation requirements have grown over

the years

Schools are requiring more credits to

graduate

There are more required credits and less

electivesSome states now require students to pass a

proficiency test for graduation


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What to expect

Higher scores required for testsIncrease in required courses

Higher grades need for sports eligibility

Deemphasize extra-curricular activitiesCover more content

Use of computers


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An Encouraging Note LightfootConducted a positive study in schools.. She did

not look for their deficits but focused on the

postives.She found schools where teachers and principals

cared for their students and were able to motivate

them

Teachers were treated with respect and were

regarded as professional by administrators and

given a dominant role in the school

There are good things going on in our schools


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Curriculum Present Summary

Cooperative learning

Integration of curriculumValues

Inclusion and mainstreaming

Portfolio assessments

Increased requirements for graduation

Longer hours in the school day

Increased standards of achievement


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The Elementary School

-integrating curriculums across disciplines-competencies will be spelled out

-mastery of minimal concepts by every

student (By setting the minimum will

teachers stop there and not exceed the

minimum??????)


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Subject vs. ChildSchools must prove themselves in regards to test

scores

Once scores are higher the focus may swing tothe child with concern for them in regards to their

feelings and values

Greater interest in learning styles.. Thus a

change in teaching style

Match the teaching style to learning style

Teachers have students (grouped) 2 years in a

row or more


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The Middle School

Junior Highs will become Middle SchoolsCore content with integrated curriculum

Teams will be formed

Block and rotating schedules

Promote character education (Character

Counts)


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The High School.. Full Service

Character education

Cooperative education for all levels

Integration of curriculum

Cultural literacy

Development and assessment of nationalstandards

Intellectual, physical, vocational, cultural and

social needs will be addressed


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Schools will be based on the needs and wishes

of the community

Some schools will be very innovative while

others retain more traditional practices

Some will be a mix of the two


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TechnologyWhat we are doing now is small in comparison to

the future use of technology in schools.

Schools will continue to receive additional

computers enabling students to contact experts

worldwide to enhance learning

Learning will be at their fingertips. (A laptop forevery student?????)

Computers will be an emphasis and integrated

part of education beginning with preschool

O i i i C i


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Past vs. Present Computer

Availability

1984-1985 63.5% students per computer

1996-1997 7.3% per computer

1994 internet access was available in

35% of the schools1997- internet access was available in 78%

O i i d I l i h C i l


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Will Computers Take the Place ofOur Schools?

Sleight (1980)children wont come to school

anymore they will learn at home via a computer.

Perelman (1992)hyper-learning used to

describe schools and technology

If computers replaced face to face learning, whatinfluence will it have?

Socialization, multicultural education, athletics,

extra-curricular activities

O i i d I l ti th C i l


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Computer Positives in Education

Long distance learning

Students can locate additional sources of

information at their fingertips

When students miss school they can find out what

they missed and keep upCommunication with others

Interactive learning

Immediate results on testing (Praxis, SOL)

O i i d I l ti th C i l


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Public vs. Private46.8 million in public schools now and projected

48.2 million in 2008

5.9 million in private school and projected 6.1 in2008

However, it is possible that a larger percentage

will look towards private or charter schools,

possibly even home-schooling

Public schools will survive with adequate funding,

sharing of successes and facing competition

Documents

RBBA Ch 9 Spring 04