Processes for Developing New Courses and Units

1
Chapter 8 Processes for Developing New Courses
and Units

• What is the technological process of curriculum
  planning?
• technological process-rational, systematic,
  ends-oriented model
• sequential steps
• --determine course parameters-establishing
  rationale for the course, its general goals and
  time schedule
• --assess the needs of the learnersgap between a
  present and a desired state
• --identify course objectives-terminal outcomes
  desired
• --sequence and cluster course objectives-unified
  learning experiences

2

• --identify learning activities-for each
  objective
• --select instructional materials-all
  instructional materials that will help to
  accomplish the objectives and support the
  learning activities
• --identify assessment methods-evaluate readiness
  and diagnose needs, formative feedback,
  summative judgments
• --develop the curriculum guide-systematizes all
  decisions made in previous steps
• technological process-progresses from specific to
  general or as bottom up

3

• What is the naturalistic process of curriculum
  planning?
• naturalistic process attempts to
• --be sensitive to political aspects
• --place greater emphasis on qualities of
  learning activities
• --reflect more accurate reflection of the way
  curricula developed
• --take cognizance of way teachers plan for
  instruction
• assess the alternatives due to costs of a new
  course
• stake out the territory-done in a course
  prospectus to guide planning team and inform
  others

4

• develop a constituencypolitical aspects of
  curriculum making
• --win support of the powerful (i.e. principal)
• --share the power and the glory
• --be prepared to negotiate
• build the knowledge base
• --information about students
• --faculty readiness
• --relevant research
• --available resources

5

• block in the unit
• --number of units
• --number of lessons for each unit
• --general objectives of each unit
• --optimal sequence of the units
• plan quality learning experiences
• --technological model-objectives drive the
  planning process
• --naturalistic model-objectives set to produce
  desirable student experiences or outcomes
• develop the course examination
• --naturalistic process-less emphasis on
  assessment

6

• develop the learning scenarios-flexible and
  open-ended guide to assist teachers in
  implementation of new course of study
• --state of unit objective
• --suggested number of lessons
• --list of recommended quality learning
  experiences
• --reprints of resources
• adapting the naturalistic model for elementary
  grades
• --state out the territory
• --develop the knowledge base
• --block in the unit
• --develop quality learning experiences

7

• --develop the unit test
• --develop the learning scenarios
• naturalistic model summarized
• --looser, more flexible, less rational
• --more responsive to political realities of
  curriculum making
• --tends to be top-down process
• --similar to way teachers plan
• --gives equal weight to objectives, activities
  and materials
• --more likely to be implemented
• --greater appeal to teachers and principals

8

• --more interesting and challenging learning
  experiences
• --disadvantage-looseness
• the technological model summarized
• --empowers students and teachers to raise their
  opportunities for inquiry, problem- solving,
  and investigating the world
• --technology-a learning aid to get data
• --six objectives for understanding enhanced with
  using technology-explanation, interpretation,
  application, perspective, empathy,
  self- knowledge

9

• inverse design process
• --identify desired results via essential
  questions
• --specify how learning will be assessed
• --plan learning experiences and instruction
• distance learning courses as an alternative
• --growth in courses due to internet and related
  communications technologies
• --political, social and economic societal
  changes contributed to growth
• --common technologies-electronic messaging, web
  applications, real-time chats

10

• developing on-line courses
• --answer the what and why
• --learn the how
• --determine the where
• --distribute your web address
• using alternatives to identify learning
  activities
• --WebQuest to enhance a unit/curriculum area and
  engage students in meaningful research
• develop Acceptable Use Policy (AUP)
• --purpose-to guarantee safe implementation of a
  technologically enriched curriculum

11

• What does the research say about successful
  schools?
• teacher leadership in successful schools
• --strong teacher leadership
• --engaged in information action research
• --developed own internal leadership structures
• --made policy decision
• principal leadership in successful schools
• --same principal for last 3 years
• --created time for teacher collaboration and
  provided structured support for teachers

12

• --comfortable using data and making changes
  based on data
• --unsuccessful schools-not comfortable with
  using data
• district office leadership in successful schools
• --provided district-wide professional
  development on pedagogy
• --start of school year-disaggregated assessment
  data teacher and students distributed to
  principals and teachers
• --teachers and principals trained in how to use
  the data
• --new principals placed where parent demands and
  conflicts were expected to be fewer

13

• --principals attended monthly cohort meetings
  with districts state improvement program
  schools
• programs and practices in successful schools
• --ESL students and below grade level students
  had different experiences than those in
  unsuccessful schools
• --teachers presented instruction that directly
  reinforced students understanding of how the
  English language works
• --students grouped by their English language
  levels
• --principals and district office personnel
  supported newly adopted district programs

14

• Chrismans (2005) study supported by other
  researchers and confirms solutions to
  improving lie inside the schoolhouse (Chrisman,
  2005, p. 20).