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


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Curriculum Evaluation Models

***** 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 r*****tional approach to accomplish their t*****ks ***** systematically outline procedures to facilitate the creation of curriculum. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a *****- designed progr*****m. However, with use of ***** nontechnical-nonscientific ***** curriculum evolves rather than being planned. This approach focuses on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and their attempts at self-integr*****ion. ***** learner is highly involved in the planning process. The nontechnical-nonscientific approach stresses personal, subjective, aesthetic, heur*****tic, and transactional nature of curriculum

While both technical-scientific and nontechnical-nonscientific approaches each have different suggested process models for implementation, it is useful ***** 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-***** instruction.

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

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

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

Revising and consolidating

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

***** and 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

Building the knowledge b*****se

Blocking in the unit

Planning quality learning experiences

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

Developing the ***** scenarios

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

*****refore, ***** should seek out an integrative approach to *****ir curriculum ***** approaches that weds ***** models. Practically speaking, this will mean striking a balance between student-centered and ********** curriculum and forming measurable expectations for the general student population as ***** as the flexibility to aim for highly individualized expectations that are unique to each student and ***** may be more *****ly 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.*****c+Noye%27+%22curriculum+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

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

*****, J. Curriculum development.

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