curriculum planning

1. allah,there is no god but he!to him belong the most beautiful names
ADVANCED CURRICULUM PLANNING
PROF MOYANI BIN RAZKIN
BY FARIBA ATAIE (G1023404)

2. CONTENT
• INTRODUCTION
• CURRICULUM PLANNING
• TYPES OF CURRICULUM
• CENTERALIZED VS DECENTERALIZED CURRICULUM
• PLANNING PROCESS OF CURRICULUM

3. INTRODUCTION
• The curriculum of a school is the formal and
informal content and process by which
learners gain knowledge and understanding,
develop skills, and alter attitudes,
appreciations, and values under he auspices
of that school (Doll, 1996 p15).It is this last
definition that is perhaps the most useful to
educators who wish to affect and improve
student learning.

4. Curriculum Types:
Aligned
Teaching alone will not improve test scores.
Teaching has to be aligned (on task) and
purposive (cumulative)”
(English, 2000, p. 104).
Alignment is typically understood as the agreement
between a set of content
standards and an assessment used to measure those
standards

5. Concept-Based
Concepts are timeless, universal,
abstract and broad. The conceptual
transfer of knowledge includes the
application of concepts or universal
generalizations across time, cultures or
situations (Erickson, 2007, p. 129).

6. Differentiated
In differentiated classrooms, teachers provide
specific ways for each individual to learn as
deeply as possible and as quickly as possible,
without assuming one student's road map for
learning is identical to anyone else’s”
(Tomlinson, 1999, p. 2).

7. Hidden
The messages of
hidden curriculum may
support or contradict
each other as well as
the written curriculum.
E.g such as one person-one vote

8. Guaranteed and Viable
“If teachers can lay out a sound – a viable – set of
standards and can then guarantee (more or less) that
these standards actually get taught, we can raise levels
of achievement immensely”
(Schmoker, 2006, p. 36).

9. Learned
The learned curriculum is
what the students actually
learn from the taught
curriculum. Common
formative assessments assist
educators in monitoring the
written and taught
curriculum while assessing
student understanding.

10. The null curriculum
is that which is not
taught in schools.

11. Purposeful
“All learners benefit from
and should receive
instruction that reflects
clarity about purposes
and priorities of content”
(Tomlinson & McTighe,
2006, 6).

12. The received curriculum is not
always the intended or taught
curriculum
. Each student brings their own
background and prior knowledge
to the classroom. Student
understanding is impacted by each
student’s perception of the
aligned, hidden, null, spiral, and
tested curricula.

13. Academic rigor :
can be defined as the set of standards
we set for our students and the
expectations we have for
our students and ourselves.

14. The taught curriculum is what
teachers actually teach in the
classroom. Traditionally, the
written curriculum .

15. The tested curriculum
provides valuable
feedback about each
student’s understanding
of essential content,
concepts and skills.

16. CENTERALIZED CURRICULUM VS DECENTERALIZATION
Centralization refers to the condition where by the
administrative authority for education is vested, not in the local
community, but in a central body. This central body has
complete power over all resources: money, information, people,
technology. It decides the content of curriculum, controls the
budget, is responsible for employment, the building of
educational facilities, discipline policies, etc.
Giving students a centralized curriculum empowers
students to have access to the same education no
matter where they live.

17. Decentralization may be defined as “the
transfer of decision-making authority,
responsibility, and tasks from higher to lower
organizational levels or between
organizations” (Hanson, 1998, p.112).
Decentralization provides for persons at the
scene of the action to become involved in the
decision-making process. This allows for
greater flexibility, and makes it possible for
better decisions to be made because persons
at the scene of the action are more closely
related to the problem.

18. What is required is :
A different two-way relationship of
pressure, support, and continuous
negotiation between higher decision
making authority and local community.

19. Participants of curriculum planning get
involved in variety of activities such as:
Discussing common problems
Making decisions
Developing a functional
philosophy
Studying learners and the
environment
Keeping up to date with the
knowledge
Studying ways to improve
instructions
Carrying research and evaluation

20.  Decide how and where to set priorities in the use of
limited human and economic resources.
 Decide how to accomplish not only your short-range
goals but also you medium and long-range goals
 Build on the strong and successful parts of the program.
As well as to identify and improve the weak parts
 Reach agreement in the school community about what to
do and how to do it.

21. It is organized thinking that
helps in deciding what needs to
be done, how it will happen,
and who will do it.
It is the setting of priorities in
the use of resources: people,
money, time and materials
It is trying to anticipate the
future.
It is adapting and modifying
steps or processes until they
work for you

22. REFERENCES
• CURRICULUM OVER VIEW WWW.multiage –education.com structures as experienced by students. Ronald C. Doll, in his book,
Curriculum Improvement: Decision Ma ... ..
• . ons, and values under he auspices of that school (Doll, 1996 p15). It is this last definition that is perhaps the …
• Author unknown. (2006). Future-ready students for the 21st century: What will a future-ready school look like? Retrieved August 2,
2008, from
http://www.ncpublicschools.org/sbe_meetings/revisions/2006/pdfs/0608futurereadystudents.pdf
•
• Bruner, J. (1960). The Process of Education, Cambridge, MA: Harvard University Press.
•
• Cuban, L. (1992). Curriculum stability and change. In Jackson, P. (Ed.), Handbook of research on curriculum (pp. 216-247). New York, NY:
Macmillan.
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• Eisner, E. (1994). The educational imagination: On the design and evaluation of school programs, 3rd ed. New York, NY: Macmillan
College Publishing.
•
• English, F.W. (2000). Deciding what to teach and test: Developing, aligning and
• auditing the curriculum. Thousand Oaks, CA: Corwin Press.
•
• Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking
• classroom. Thousand Oaks, CA: Corwin Press.
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• Hargett, V. (2004). The non-negotiables of academic rigor. Retrieved July 30, 2008,
from http://www.ncpublicschools.org/ec/development/gifted/nonnegotiables/.
•

23. • Glatthorn, A.A. (1987). Curriculum renewal. Alexandria, VA: Association for Supervision and Curriculum Development.
•
• Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment
• K-12. Alexandria, VA: Association for Supervision and Curriculum Development.
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• Marzano, R.J. (2003). What works in schools: Translating research into action.
• Alexandria, VA: Association for Supervision and Curriculum Development.
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• Perkins-Gough, D. (2004). Creating a timely curriculum: A conversation with Heidi Hayes Jacobs. Educational Leadership, 61(4), 12-17.
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• Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for
Supervision and Curriculum Development.
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• Sergiovanni, T.J. (1990). Value-added leadership: How to get extraordinary performance in schools. New York, NY: Harcourt Brace Jovanovich, Inc.
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• Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and
Curriculum Development.
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• Tomlinson, C.A. & McTighe, J. (2006). Integrating differentiated instruction and
• understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
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• Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago, IL:
• The University of Chicago Press.
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• Wiggins, G. & McTighe, J. (1998). Understanding by design. Alexandria, VA:
• Association for Supervision and Curriculum Development.
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24. • Reporters: Sir Romel B. Macalinao,RN
• Jean C. Mena,RN