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 learning environment ***** coordinating the elements of personnel, materials and equipment. Educators use a rational ***** 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 approach curriculum evolves ra*****r than being planned. This ***** foc*****s on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and ***** attempts at self-integration. ***** learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aes*****tic, heur*****tic, 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 *****ten used for the technical-scientific approach and emphasizes teacher-designed **********.

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

Producing pilot te*****ching-learning un*****s representative of the grade level or subject area.

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

Revising ***** consolidating

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

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

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

***** the alternatives

Staking out the territory

Developing a constituency

Building the knowledge base

Blocking in the unit

Planning quality learning experiences

***** ***** course examination

***** the learning scenarios

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

*****refore, ***** should seek out an integrative approach to *****ir curriculum ***** approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and *****-centered ***** and forming me*****urable expectations for the general student population as well as the flexibility to aim ***** highly individualized expectations that are unique ***** each student and that may be more *****ly assessed. And, of *****, a bro*****der community ***** ***** 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+%22*****+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

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

Ritz, J. Curriculum development.

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