Essay - Curriculum Evaluation Models Ornstein and Hunkins (2003) Categorize Two Approaches...


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Curriculum Evaluation Models

Ornstein and Hunkins (2003) categorize two approaches to curriculum development as technical-scientific and nontechnical-nonscientific. The technical-scientific approach is a blueprint for structure the le*****rning environment and coordinating the elements of personnel, materials and equipment. Educators use a rational approach to accomplish their t*****ks ***** systematically outline procedures to facilitate the creation of *****. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a *****- designed program. However, with use of the nontechnical-nonscientific ***** curriculum evolves rather than being planned. This approach focuses on individual's self-perceptions and personal preferences, their own assessments of self-needs and ***** attempts at self-integr*****ion. The learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aesthetic, heuristic, and transactional nature of curriculum

While both technical-scientific and ***** approaches each have different suggested ***** models ***** implementation, it is useful to explain a commonly used model for ***** to further understand the differences in the approaches. The Taba Model is often used for the technical-scientific approach and emphasizes teacher-designed instruction.

This model recommends a five-step process sequence (Curriculum development):

Producing pilot teaching-learning un*****s representative of ***** grade level or subject area.

***** experimental units to set upper and lower limits of required abilities.

***** ***** consolidating

Developing a fr*****mework for scope and sequence

***** ***** disseminating new ***** (in-service training)

In contrast, the Glatthorn Naturalistic Model for supporting the nontechnical-nonscientific approach suggests (Ritz):

***** the alternatives

Staking out the territory

Developing a constituency

***** the knowledge b*****se

Blocking in the unit

Planning quality learning experiences

Developing ***** course examination

***** the learning scenarios

*****, teachers are called upon to incorporate elements of both technical-scientific and ***** approaches to curriculum development to achieve the ***** benefits ***** each. Teachers will need to look at ***** models for implementing these two approaches to achieve the benefits of both outcome-based education which ***** what students ***** expected to learn as well as open-ended education which encourages teachers to create a positive learning experience ***** the student. The former is best served by technical-scientific approaches while the later ***** best accomplished by nontechnical-nonscientific approaches. Fortunately, the ***** do appear to be complimentary more so ***** conflicting ideologies as positioned ***** *****me.

*****, ***** should seek out an integrative approach to *****ir curriculum development approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and subject-centered curriculum and forming me*****urable expectations for the general student population as well as the flexibility ***** aim ***** highly individualized expectations that are unique to each student ***** ***** may be more subjectively assessed. And, of *****, a bro*****der community will ***** to be brought into ***** curriculum development process.

Bibliography

***** development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malorber/411/Notes/07%2520curr%2520devel%252010-29-04.doc+Noye%27+%22curriculum+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

Ornstein & ***** (2003). Curriculum: Foundations, principles, and issues (4th ed). Boston: Allyn ***** Becon.

Ritz, J. Curriculum development.

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