copyright keith morrison, 2004 curriculum design and development
TRANSCRIPT
Copyright Keith Morrison, 2004
CURRICULUM DESIGN AND DEVELOPMENT
Copyright Keith Morrison, 2004
THE TYLER RATIONALE
1. What educational purposes should the school seek to attain?
2. What educational experiences can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organised?
4. How can we determine whether these purposes are being attained?
AIMS
CONTENT
PEDAGOGY
EVALUATION
Copyright Keith Morrison, 2004
CURRICULUM AIMS
Whose curriculum?
What curriculum?
In whose interests?
Values With what outcomes?
Copyright Keith Morrison, 2004
Mathematics
Science
CURRICULUM CONTENT (1)
Geography
IT
Art and Design
History
Religious education
Physical education
MusicEnglish/
Language
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Equal opportunities
Citizenship education
CURRICULUM CONTENT (2)
Human Rightseducation
Media Studies
Personal & Social education
Aesthetic education
Multicultural education
Ecological education
Values education Political
education
Copyright Keith Morrison, 2004
ELEMENTS OF LEARNING
Knowledge Concepts
Skills Attitudes
Copyright Keith Morrison, 2004
PEDAGOGY (1)
Prescribedoutcomes
Writing
Conforming and obedient students
Listening
Didactic teaching
Rote Memorising
Individuallearning
Textbook-based
Recitation Teacher
talk
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PEDAGOGY (2)
Process curriculum
Higher order
thinking
Collaborative/cooperative work
Autonomous/experiential
Negotiated learning/
student-centred
Community related learning
Problemposing and
solving
Discussion
Integrated curricula
Flexiblelearning
More student talk
Application
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ASSESSMENT (1)
Outcome-based
Repetition
Competitive
Grading Individual
Examinations
Testing
Recall
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ASSESSMENT (2)
Authentic
Portfolio-based
Process-based
Task-based Participatory
Projects
Application
Negotiated
Copyright Keith Morrison, 2004
KEY ELEMENTS
Contexts
Dimensions
Outcomes
Copyright Keith Morrison, 2004
SKILBECK’S CURRICULUM DEVELOPMENT MODEL
Situational analysis
Goal formation
Programme building
Interpretation and implementation
Monitoring, feedback, assessment, reconstruction
Copyright Keith Morrison, 2004
CURRICULUM ELEMENTS
Contexts
Aims Content
Pedagogy Evaluation
Change
Copyright Keith Morrison, 2004
HONG KONG CURRICULUM DEVELOPMENT COUNCIL (2001)
‘The school curriculum defines the views of society about “what is worth learning”, commensurate with students’ abilities at different stages and with their ways of perceiving and learning about the world.’
Hong Kong Curriculum Development Council (2001) Learning To Learn: Lifelong Learning and Whole-Person Development, p. 19.
Copyright Keith Morrison, 2004
DEFINING THE CURRICULUM
‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice’.
Stenhouse, L. (1975) An Introduction to Curriculum Research and Development. London: Heinemann,
p. 4.
Copyright Keith Morrison, 2004
THE CUBIC CURRICULUM
Subjects
Pedagogy
Cross-curricularissues
Copyright Keith Morrison, 2004
CROSS-CURRICULAR ISSUES
Dimensions Themes Skills
Multicultural education
Inclusive education
Special needs
Equal opportunities
Personal and Social education
Health education
Careers education
Citizenship education
Environmental education
Values education
Economic understanding
Communication
IT (ICT)
Numeracy
Study
Problem-solving
Personal and Social